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LEARN  TO  SPELL 

by 

O.E.IATHAM,  Ph.B 

Author     of 
THE  FIRST  YEARlS  WORK  IN  NUMBER:: 


CO 

JO 


CD 


ATKINSON  ^  MENTZBR, 

CHICAGO.  BOSTON. 


HOW 
TO  LEARN  TO  SPELL 


BY 


O.  E.  LATHAM,  Ph.B.,  M.D. 

AUTHOR   OF    "THE    FIRST    YEAR'S    WORK    IN    NUMBER' 


m         « 

%  / 


CHICAGO 
ATKINSON  &  MENTZER 


COPVRIGHTED,    1902, 

ATKINSON    &   MENTZER, 

CHICAGO 


PREFACE. 

"When  1  see  a  word  I  know  not  how  to  pronounce  it; 
when  I  hear  a  word  I  know  not  how  to  spell  it." 

The  above  remark,  made  by  one  of  America's  greatest 
scholars,  conveys  an  ineffable  sadness,  a  sadness  enhanced 
by  the  consciousness  that  in  the  teaching  of  English  the 
budding  soul  must  be  grooved  along  irrational  lines. 
Thus,  at  the  outset,  the  reasoning  faculty  is  seriously 
benumbed,  a  condition  from  which  one  never  wholly 
recovers. 

The  indictment  against  our  present  alphabet  and  its 
uses  contains  charges  of  deeper  import  than  the  question 
of  spelling;  but  "a  condition,  not  a  theory,  confronts 
us,"  our  problem  is  to  teach  spelling  while  using  the 
present  alphabet. 

The  art  of  reading  is  so  important  that  a  method  of 
teaching  reading  has  been  diligently  sought.  Years  of 
thought  and  discussion  have  been  given  to  the  subject. 
Teachers,  to-day,  can  knowingly  lead  pupils  into  the  art 
of  thought  expression.  True,  formerly,  children  learned 
to  read,  but  progress  was  slow;  teachers  not  having 
acquired  a  definite  consciousness  of  what  to  do  did  much 
that  tended  to  retard  rather  than  promote  the  object  in 
view;  now,  the  task  of  teaching  reading  is  essayed  with 
perfect  confidence;  teachers  have  a  definite  knowledge 
of  the  step  to  be  taken.     Some  prefer  to  teach  sounds, 

3 

541:189 


/ 


4'       ••*  •  '•*     '  •'•'••'  -^'PREFACE. 

through  sounds  teach  words,  then  teach  reading; 
others  prefer  to  teach  words  as  wholes,  then  teach  read- 
ing; others  prefer  to  teach  reading,  then  teach  words. 
All  teach  reading  in  the  same  way.  They  differ  in  their 
estimates  of  the  amount  and  the  kind  of  foundation  advis- 
able; they  differ  in  the  device  used,  and  in  personal  force; 
but  they  do  not  differ  in  method  of  teaching  reading. 

The  teaching  of  spelling  has  never  received  such 
serious  attention.  In  a  general  way,  the  teaching  of 
spelling  is  regarded  as  an  endless  task  and  a  hopeless 
problem. 

Success  in  the  training  of  children  to  recognize  words 
as  wholes  for  reading  purposes  has  brought  into  use  the 
word-by-word  plan  of  teaching  spelling.  It  has  been 
assumed  that  attention  given  to  the  recognition  of  words 
is  attention  given  to  spelling;  it  has  been  assumed  that 
the  mental  process  in  learning  to  spell  is  the  same  as  the 
mental  process  in  learning  to  pronounce  words  at  sight. 
But  results  in  spelling  have  not  been  satisfactory. 

When  no  attention  is  given  to  spelling  aside  from  that 
given  to  reading,  the  spelling  vocabulary  increases  slowly. 
When  to  spelling  as  a  separate  exercise  time  is  given,  in 
amount  equal  to  that  given  to  reading,  the  spelling 
vocabulary  still  lags  far  behind  the  reading  vocabulary. 
The  gap  between  these  two  vocabularies  should  lead  us  to 
question  our  method  of  teaching  spelling. 

In  learning  to  talk  a  word  is  mastered  as  a  unit; 
in  one's  first  effort  at  writing  words  each  letter  is  a  unit. 
Were  we  to  omit  two  and  three  letter  words  from  the 
count  in  summing  the  words  on  a  page  of  reading  matter, 


PREFACE.  5 

learning  to  spell  the  remaining  words,  if  taught  by  the 
word  method,  would  be  many  times  as  difficult  as  learn- 
ing to  pronounce  them.  Fortunately,  in  spite  of  the 
method,  children  unconsciously  assimilate  many  of  the 
uniformities  of  our  language;  aided  by  these  uni- 
formities, the  gap  between  the  two  vocabularies,  though 
conspicuous,  is  not  so  wide  as  it  otherwise  would  be. 

The  word-by-word  method  of  teaching  spelling  is 
faulty: 

1.  It  violates  a  law  of  economy. 

(It  attempts  to  teach  each  word  as  a  unit  unrelated  to 
other  words  in  spelling.  At  once,  it  brings  a  child  face 
to  face  with  a  lawless,  an  endless,  and  a  hopeless  task.) 

2.  It  violates  a  law  of  n>ind. 

(It  attempts  to  supplant  an  ear  image  of  a  word  and 
substitute  there-for  an  eye  image.  A  child  speaks  his 
native  tongue  before  he  reads.  Word  images  are  at  first 
ear  images.  By  law  of  apperception,  new  ideas  are 
interpreted  by,  and  coalesce  with,  pre-existing  ideas.  It 
follows  that  the  eye  image  must  coalesce  with  the  ear 
image,  the  ear  image  being  the  base.  Children  lacking 
the  sense  of  sound  may  be  trained  to  spell  well  by  a 
method  adapted  to  the  defect.  The  normal  child  cannot 
be  so  trained.  The  normal  child  has  a  consciousness 
arising  from  the  sense  of  sound  that  interferes  with  any 
plan  of  training  adapted  to  the  defective.) 

Any  successful  plan  of  teaching  the  normal  child  to 
spell  must  conform  to  the  following  propositions: 

I.  The  learner  must  be  given  a  definite  state  of  con- 
sciousness which  is  to  serve  him  as  a  standard. 


6  PREFACE. 

(But  few  minds  can  retain  unorganized  knowledge. 
To  organize  knowledge,  the  mind  m.ust  have  an  inter- 
preting standard  around  which  to  group  likenesses  and 
differences.) 

2.  The  spelling  standard,  at  base,  must  be  an  ear  con- 
sciousness. 

(Since  words  are  at  first  ear  images,  the  mind  must 
interpret  a  written  word  in  terms  of  sound. 

Since,  in  one's  first  effort  at  writing,  each  letter  arouses 
a  unit  of  consciousness,  the  mind  will  make  an  effort  to 
interpret  each  letter  in  terms  of  sound.  This  effort  pro- 
duces an  indefinite  phonic  consciousness.  An  indefinite 
phonic  sense  hampers,  rather  than  assists,  one  in  spell- 
ing. It  follows  that  this  indefinite  phonic  sense  must  be 
made  definite,  or  the  child  will  remain  in  a  condition 
freighted  with  worry  and  bad  spelling.  It  follows  that  a 
child  has  a  right  to  know,  and  that  it  is  our  duty  to 
teach,  the  standard  sounds  of  the  letters,  and  any  addi- 
tional sounds  that  become  standard  by  position.) 

3.  Oral  spelling,  especially,  gives  and  fixes  phonic 
consciousness. 

4.  Writing  teaches  writing. 

(At  first,  the  mere  mechanism  of  writing  absorbs  the 
whole  attention.  Later,  a  child  can  slowly  write  and 
follow  the  sequence  of  letters.  When  penmanship 
becomes  automatic,  one  can  write  correctly  any  word 
that  he  can  spell.  We  must,  therefore,  have  much  writ- 
ing, not  that  writing  teaches  spelling,  but  that  writing 
may  not  interfere  with  spelling.) 


How  to  Learn  to  Spell. 


INTRODUCTION. 

In  speaking  the  English  language,  one  uses  more  than 
forty  sounds.  Our  alphabet  has  but  twenty-six  letters. 
Certain  letters  represent  more  than  one  sound.  This 
causes  difficulties  in  spelling  and  pronunciation. 

Five  letters,  a,  e,  i,  o,  u,  are  called  vowels — voice 
letters.  The  word  vowel  may  mean  a  sound;  again,  jt 
may  mean  a  character  representing  a  sound. 

The  names,  long,  short,  broad,  flat,  etc.,  as  applied  to 
sounds,  being  technical,  are  apt  to  mislead.  In  speaking 
a  word,  a  long  sound  may  be  quite  as  short  as  a  short 
sound. 

The  sound  known  as  short  o  is  difficult  in  two  ways; 
difficult  to  know,  difficult  to  utter  when  known. 

Short  o  is  allied  to,  and  may  be  derived  from,  the 
sound  of  o  in  for,  called  broad  o,  marked  6.  O  is  pro- 
duced by  a  slow  lung  contraction  which  gives  a  breathed 
sound  that  may  be  prolonged.  Short  o  is  produced  by 
a  sudden  lung  contraction  which  gives  an  exploded  sound 
that  cannot  be  prolonged.  The  explosion  of  voice,  the 
vocal  organs  being  in  position  to  utter  6,  produces 
short  o. 

7 


^  INTRODUCTION. 

a.  In  assigning  to  each  letter,  unmarked,  a  sound  or 
an  influence,  a  feature  of  The  Century  Dictionary  is  used. 

b.  The  marks  used  are  those  of  Webster's  International 
Dictionary. 

c.  The  Standard  Dictionary  is  followed  in  spelling, 
accent,  syllabication,  and  pronunciation. 

Each  letter  has  a  standard  sound.  Some  letters  have 
special  sounds  in  certain  positions.  The  contraction, 
std.,  indicates  a  sound  or  law  considered  standard.  The 
contraction,  p.  std.,  indicates  a  positional  standard;  as, 
c  before  e  and  i. 

Letters  will  be  marked  only  when  their  sounds  conflict 
with  standards. 

These  exercises  should  be  started  as  early  as  the 
beginning  third  grade,  and  finished  in  the  fifth  grade. 
They  will  bring  the  spelling  vocabulary  abreast  with  the 
pronouncing  vocabulary  while  increasing  the  latter  six- 
fold. At  the  end  of  three  years'  work,  a  child  can  pro- 
nounce and  spell  any  one  of  30,000  words. 


HOW  TO  LEARN  TO  SPELL. 


LESSON  1. 

The   short   sound  of  the  vowel  Is    assumed  to 

be  its  standard  sound.     For  this  reason,  in  these 

exercises,  short  vowels  will  be  written  unmarked; 

as, 

a        e        i        o        u 

Pronounce  these  words: 

bat         fed        bid         bog         cup 

Pronounce  the  above  words  again.  Think 
the  vowel  sound.     Pronounce  the  vowel  alone. 

Pronounce  these  sounds: 

a  e  i  o  u 

e  -        i  o  u  a 

i  o  u  a  e 

o  u  a  e  i 

u  a  e  i  o 

Drill  until  the  pupils  pronounce  with  ease. 

LESSON  2, 

These  letters,  bcdfghjklmnpqrs 
t  V  w  X  y  z,  and  (ch  sh  th),  are  called  conso- 
nants, con,  with;    plus  sono,  sound. 

9 


lO  HOW    TO    LEARN    TO    SPELL. 

Vowels  are  sounds,  consonants  are  characters 
used  to  go  along  with  sounds.  In  most  words  a 
vowel  is  flanked  by  consonants.  These  cause  the 
vowel  sound  to  begin  in  a  queer  way,  and  to  end 
in  a  queer  way. 

In  pronouncing  a  single  word  ending  in  a 
consonant,  we  usually  allow  the  breath  to  escape 
at  the  close,  and  by  this  we  are  deceived.  In 
the  sentence,  "Pop  goes  the  weasel,"  were  we  to 
pronounce  pop  as  we  often  do  when  it  stands 
alone,  the  sentence  would  sound  like  this,  Pop-h 
goes  the  weasel. 

It  is  best  to  avoid  sounding  consonants  alone. 
The  more  you  study  our  language,  the  more  you     / 
will  be  inclined  to  consider  consonants  as  modifiers 
rather  than  sounds,  though  in  certain  words  some 
consonants  have  separable  sounds. 

Correct  pronunciation  is  elegant  pronunciation. 

Pronounce- 

bat         bet         bit       *bot         but 

Isolate  the  sound  of  the  first  two  letters 
blended,  pronounce.  Isolate  the  sound  of  the 
last  two  letters  blended,  pronounce. 


ounce: 

ba 

be 

bi 

bo 

bu 

at 

et 

it 

ot 

ut 

HOW   TO    LEARN   TO    SPELL. 


II 


The  next  twenty-eight  lessons  are  pronounc- 
ing lessons.  The  vowel  remains  short  throughout. 
The  consonant  influence  considered  standard  is 
indicated  by  a  word  at  the  left. 

LESSON  3. 


bat, 

ba 

bi 

bo 

ba 

bu 

ib 

ob 

eb 

ub 

ab 

cat, 

cu 

ca 

CO 

cu 

ca 

ec 

uc 

ac 

ic 

oc 

LESSON  4. 

dip, 

di 

da 

du 

de 

di 

ad 

ed 

id 

od 

ud 

fig, 

fi 

fu 

fo 

fe 

fa 

uf 

if 

uf 

ef 

af 

LESSON  5. 

gas, 

ga 

ga 

gu 

ga 

gu 

ag 

og 

ig 

og 

ug 

hat, 

ha 

hi 

ho 

hu 

ha 

jug, 

ja 

ju 

ja 

ju 

ja 

LESSON  6. 

kid. 

ke 

ki 

ku 

ke 

ka 

lad, 

le 

la 

li 

lo 

lu 

ul 

al 

ol 

al 

il 

man, 

ma 

mi 

mo 

ma 

mu 

um 

am 

om 

im 

em 

12 


HOW 

TO    LEARN   TO 
LESSON  7. 

SPELL. 

net, 

nu 

ni 

ne 

na 

ni 

in 

on 

un 

an 

en 

pod. 

po 

pi 

pe 

pu 

pa 

ap 

ep 

up 

op 

ip 

LESSON  8. 

c,  k,    and   q    modify   In  the  same   way.      q  Is 

always  followed-  by  u.     qu  =  kw,  std. 

quit,  qua        que         qui         quo         qui 

quo         que         quo        qui  qua 

rat, 


ri 

ra           re 

ro 

ru 

re 

rl            ro 

LESSON  9. 
ur        er        Ir. 

ru 

ra 

The  custom  of  making  no  distinction  between 
ur  and  er  In  pronunciation  seems  to  be  quite 
general.  Authority  makes  a  distinction.  This 
lesson  requires  care. 

When  the  vocal  organs  are  In  position  to 
utter  short  u,  we  may  give  short  u,  or  neutral  u 
at  will.  Short  u  requires  a  sudden  lung  contrac- 
tion, causing  exploded  voice.  Neutral  u  requires 
a  slow  lung  contraction,  causing  breathed  voice. 

ur  equals  the  blending  of  neutral  u  and  r;  as, 
urn,  fur,  concur. 


HOW    TO    LEARN    TO    SPELL.  1 3 

er  equals  the  blending  of  short  e  with  a  slight 
glide  and  r;   as,  fern,  term,  verb, 
ir  equals  er;   as,  first,  bird,  birth. 


urn, 

ur 

ur 

ur 

ur 

ur 

term, 

er 

er 

er 

er 

er 

bird. 

ir 

Ir 

ir 

Ir 

ir 

ur 

er 

ir 

ur 

er 

er 

ir 

ur 

ir 

er 

ir  as  an  Initial  syllable  equals  the  blending  of 
short  I  and  r;   as,  ir  reg  u  lar. 


LESSON 

10. 

sat. 

se 

si 

sa 

su 

si 

OS 

es 

us 

es 

us 

top, 

ta 

te 

tu 

ta 

tu 

et 

it 

ot 

ut 

at 

LESSON 

11. 

vat, 

va 

ve 

vi 

vo 

vu 

iv 

uv 

iv 

av 

uv 

wit. 

wl 

wi 

wi 

wi 

wi 

wi 

wa 

wi 

wa 

wi 

LESSON 

12. 

ax, 

ax 

ex 

Ix 

ox 

ux 

yes. 

ya 

ye 

ya 

ye 

ya 

fez, 

ez 

uz 

ez 

uz 

ez 

za 

ze 

zi 

ze 

zi 

14  HOW   TO    LEARN   TO    SPELL. 

LESSON  13. 

ch,  sh,  th. 
The  above  modifiers  represent  units,  not  blend- 
ings. 

church,     ach         ech         uch         och         ach 
chi  cho         chu         cha         che 

ship,  shu         sha         shi  sho         shu 

esh         ish  ush         osh         ash 


LESSON 

13^ 

in, 

tha 

thi 

tho 

thu 

tha 

ath 

eth 

ith 

uth 

eth 

em, 

thi 

tho 

thu 

tha 

thi 

eth 

uth 

ith 

ath 

eth 

These  lessons  should  be  reviewed  until  a  pupil 
can  pronounce  an  entire  lesson  in  ten  seconds. 

LESSON  14. 
Throughout  these  exercises  the  vowel  is  treated 
as  a  base.     Consonants  are  treated  as  front  modi- 
fiers and  rear  modifiers  of  the  vowel. 

a.  Pronounce  these  words. 

b.  Isolate  the  sound  indicated  by  the  first  three 
letters,  pronounce: 

black,  brand,  clam,  crab, 

black,        bla.       bli  bio        blu  ble 

brand,       bru        bri  bro        bre  bra 

clam,         cla         clo  clu         cli  cle 

crab,  era        cru         cro        cri  ere 


HOW   ' 

ro    LEARN    TO    ! 

LESSON  15. 

SPELL. 

dress, 

dre 

dra 

dru 

dri 

dro 

dwell, 

dwe 

dwi 

dwe 

dwi 

dwe 

flit, 

fli 

flo 

flu 

fla 

fle 

from, 

fro 

fra 

fre 

fri 

fru 

T.ESSON  16. 

glad, 

gla 

gli 

gle 

glo 

glu 

grand. 

gra 

gri 

gro 

gru 

gra 

ph  =  f. 

pha 

phe 

phi 

pha 

pho 

plot, 

plo 

plu 

pli 

pla 

pie 

15 


LESSON  17. 

sc  =  sk,     sea         scu       sea  scu  sea 

sch  =  sk,  sehe      sehe    sche  sehe  sehe 

sera       sere     seri  seru  sera 

shra      shre     shri  shru  shra 

To  the  ear,  se  and  sk  are  alike,  and  seh  often 
has  the  same  sound. 

sc  is  standard. 

Words  starting  with  sch  and  sk  are  few  and 
easily  mastered. 

LESSON  18. 

skull,        sku        ski        sku  ska  ske 

sled,          sle         sli         slo  slu         sla 

smash,      sma       sme      smi  smo       smu 

snug,        snu        sno       sni  sne         sna 


i6 


HOW   TO    LEARN    TO    SPELL. 


LESSON  19. 


sphinx, 

sphi 

spha 

sphe 

sphi 

spha 

spot, 

spo 

spa* 

spi^ 

spu 

spe 

sprang. 

spra 

spre 

spri 

spru 

spra 

squint. 

squi 

sque 
LESSON 

squi 
20. 

sque 

squi 

stop. 

sto 

ste 

sti 

sta 

stu 

strand. 

stra 

stre 

stru 

stri 

stre 

swam, 

swa 

swe 

swi 

swi 

swe 

thrill, 

thri 

thra 
LESSON 

thri 
21. 

thra 

thri 

trot, 

tro 

tri 

tre 

tru 

tra 

thresh. 

thre 

thra 

thre 

thri 

thru 

twelve. 

twe 

twi 

twa 

twe 

twi 

wh  =  hw, 

whip. 

whi 

whe 

whi 

whe 

whi 

LESSON  22. 
REAR  LETTERS. 

Rear  consonants  may  modify  as  a  unit;    as,  mp. 
Rear  consonants  may  have  separate  influences; 


The  second  of  two  like  modifiers  standing  side 

by  side    can  have  no  influence  and  is  considered 

silent;    as,  h'^,  c}^,  d^,  f|,  g^,  1/,  r/,  s^  tf,  z^. 

back,        ack        eck       ick         ock  uck 

act,  act         ect        ict  oct  uct 

cuff,  uff         off         eff  aff  eff 

sift,  ift         oft        uft  aft  eft 


HOW    TO    LEARN    TO    SPELL. 


17 


LESSON 

23. 

bulb, 

ulb         alb 

elb 

lib 

ulb 

held, 

eld         lid 

eld 

ild 

eld 

milk, 

ilk          elk 

Ilk 

elk 

Ilk 

helm, 

elm        ilm 

ulm 

elm 

Ilm 

LESSON 

24. 

» 

bill, 

ill           ell 

ull 

ell 

111 

pulp. 

ulp         ilp 

alp 

elp 

Ilp 

belt. 

elt          ilt 

ult 

elt 

Ilt 

pump. 

ump      omp 
LESSON 

imp 
25. 

emp 

amp 

tempt, 

empt     ampt 

umpt 

empt 

amp1 

ranch. 

anch      ench 

unch 

onch 

anch 

bend. 

end        end 
LESSON 

Ind 
26, 

and 

und 

n 

before  g  or  k 

=  n,  p. 

std. 

ring. 

ing        ang 

eng 

ong 

ung 

bank. 

ank        unk 

onk 

ink 

ank 

mint. 

int          ent 

ont 

unt 

ant 

verb, 

erb        erb 

LESSON 

erb 
27. 

Irb 

irb 

bird. 

ird         erd 

ird 

erd 

Ird 

church. 

urch      irch 

urch 

Irch 

urch 

turf, 

urf         urf 

urf 

urf 

urf 

berg, 

erg        urg 

erg 

urg 

erg 

i8 


HOW   TO    LEARN   TO    SPELL. 


LESSON 

28. 

kirk, 

irk 

irk 

urk 

urk 

urk 

firm. 

irm 

erm 

irm 

erm 

irm 

fern. 

ern 

urn 

ern 

urn 

ern 

chirp. 

irp 

irp 

irp 

irp 

irp 

. 

LESSON 

29. 

first. 

irst 

urst 

irst 

urst 

irst 

wert. 

ert 

urt 

irt 

ert 

urt 

mirth, 

irth 

irth 

irth 

irth 

irth 

disk, 

isk 

usk 

isk 

usk 

isk 

LESSON  30. 

spasm, 

asm 

ism 

asm 

ism 

asm 

Hsp, 

isp 

usp 

isp 

usp 

isp 

kiss, 

iss 

ess 

uss 

iss 

ess 

best. 

est 

ist 

est 

ist 

ost 

buzz. 

uzz 

izz 

uzz 

izz 

uzz 

A  few  endings  have  been  omitted. 


LESSON  31. 
THE    ALPHABET. 

Learn  the  letters  by  name  in  sequence. 

abcdefghijklmnopqrst 
u  V  w  X  y  z 

Can  you  say  them  backwards  ? 
Name    the    letter   just   before,  and    the    letter 
just  after  each  of  these: 

d,  s,  h,  m,'p,  b,  w. 


HOW   TO    LEARN   TO    SPELL.  I9 

Were  your  dictionary  open  at  words  beginning 
with  m,  which  way  would  you  turn  to  find  words 
beginning  with 

s,  f,  b,  p,  c,  q,  o  ? 

LESSON  32. 

a.  Write  the  alphabet  carefully,  connecting 
each  two,  three,  four,  or  five  letters. 

b.  Write  the   letters   well;    time,  one    minute. 
(Practice  until  you  can  do  this.) 

LESSON  33. 

a.  Orally,    spell  the   word-parts   in    Lesson  3. 
(The  teacher  should  dictate  rapidly.     The  pupil 

should  name  the  letters,  but  not  repronounce  the 
word-part.  Each  pupil  should  thus  spell  an  entire 
lesson  in  one-half  minute.) 

When  the  oral  spelling  is  perfect,  the  part- 
words  may  be  dictated  for  writing.  In  writing, 
one  should  be  reproducing  a  mental  image,  not 
attempting  to  form  one. 

b.  At  dictation,  write  Lesson  3;  time,  two 
minutes. 

c.  At  dictation,  write  Lesson  3;  time,  one 
minute. 

The  mind  through  the  ear  must  acquire  a 
definite  phonic  sense.  The  hand  must  obey  the 
mind  automatically.  You  must  learn  to  write  well, 
you  must  learn  to  write   rapidly. 


20  HOW   TO    LEARN   TO    SPELL. 

LESSON  34-60. 

Devote  the  next  twenty-seven  exercises  to  the 
oral  and  the  written  spelling  of  the  word-parts 
found  in  Lessons  4  to  30  inclusive,  omitting  all 
word-parts  in  ir,  sk,  and  sch.  Pupils  should  not 
study  the  lessons  in  advance.  The  pronouncing 
drills  have  given  them  a  phonic  sense  that  enables 
them  to  do  this  work  without  study. 

Suggestion. — While  the  recitation  periods  are 
devoted  to  the  above  work,  the  study  periods 
should  be  used  in  building  Class  A  words. 

Explanation. — In  order  to  aid  you  in  learning 
to  spell,  words  are  herein  divided  into  four  classes, 
Class  A,  Class  B,  Class  C,  and  Class  D. 

Class   A  includes    all   words    having   a   single 
vowel  followed  by  one  consonant  only;    as, 
in         hop*        club         dram         shred. 

Class    B   includes    all    words    having  a   single 
vowel  followed  by  two  or  more  consonants  only;  as, 
off        bulb         belch         smirk         rhythm. 

Class  C  includes  all  words  having  a  single 
vowel  followed  by  one  or  more  consonants  and 
silent  e;   as, 

came     scheme     bone     shrine     change     brusque. 

Class  D  includes  all  words  having  two  vowels 
side  by  side;    as, 

aid      goose       speed       count       screech      oak. 


HOW   TO    LEARN   TO    SPELL.  21 

LESSON  61. 
CLASS  A. 

Class   A    includes    all    words    having  a   single 
vowel  followed  by  one  consonant  only;   as, 
am         red         grim         throb         strut. 

Explanation. — A  vowel   is   treated   as  a  base. 

A  front  letter  is  one'  before,  or  to  be  placed 
before  the  vowel. 

A  rear  letter  is  one  after,  or  to  be  placed 
after  the  vowel. 

WORD    BUILDING,    MODEL. 

Rear  letters, —  b,  d,  g,  m,  n,  p,  t,  x. 
a —         am     an     at     ax 
e — 

i^  in       it 

o —         on      ox 
u —         up 

Plan. — Write  the  rear  letters  at  the  top  for 
a  guide.  Write  the  vowels  in  column  at  the  left. 
Imagine  the  first  rear  letter  to  follow  a.  If  those 
two  letters  form  a  word,  write  the  word.  If  those 
two  letters  do  not  form  a  word,  imagine  the  next 
letter  to  follow  a.  So  continue,  until  all  rear 
letters  have  been  tried  imaginatively. 

In  the  same  way,  try  each  rear  letter  with  e, 
then  with  i,  with  o,  and  with  u. 

Copy  the  rear  letters,  close  your  books,  repro- 
duce this  lesson. 


22  HOW   TO    LEARN   TO    SPELL. 

LESSON  62. 
CLASS  A. 

WORD    BUILDING,    MODEL. 

Rear  letters, — b,  d,  g,  m,  n,  p,  t,  x. 
ba: —         bad       bag      bat 
be —         bed        beg      bet 
bi —  bib         bid        big         bin         bit 

bo —  bob  bog  box 
bu —  bud  bug  bun  but 
Plan. — Write  the  rear  letters  at  the  top  for  a 
guide.  Write  the  vowels,  with  front  b,  in  column 
at  the  left.  Imagine  the  first  rear  letter  to 
follow  ba.  If  the  three  letters  form  a  word,  write 
the  word.  If  those  three  letters  do  not  form 
a  word,  imagine  the  next  letter  to  follow  ba.  So 
continue,  until  all  rear  letters  have  been  tried 
imaginatively. 

Treat  be,  bi,  bo,  and  bu,  in  the  same  way. 
Directions: 

a.  Use  only  the  above  rear  letters. 

b.  Write  only  words  that  you  know. 

(You  must  be  careful  about  these  directions. 
Others  may  know  more  words  than  you,  but  the 
teacher  takes  pride  in  the  one  who  learns  most, 
rather  than  in  the  one  who  at  first  knows  most.) 

Copy  the  rear  letters,  close  your  books,  repro- 
duce this  lesson. 

Note. — The  pupils  will  build  some  undignified  words 
such  as  bub  and  bum.  Such  words  offer  direct  material 
for  language  culture  lessons.  Much  of  the  language 
work  done  in  school  is  a  sorry  waste  of  time,  but  lan- 
guage culture  lessons  are  always  fruitful. 


HOW    TO    LEARN    TO    SPELL.  23 

LESSON  63. 

CLASS  A. 

Use  front  c  according  to  model,  Lesson  62. 

a.  Use  only  the  rear  letters  assigned  in  Les- 
son 62. 

b.  Write  ouxy  words  that  you  know. 

LESSON    64-79. 
Use    the    following    front     letters,    one    at    an 
exercise,  according  to  model.  Lesson  62: 
dfghjklmnprstvwy. 

LESSON  80. 
CLASS  A. 

Explanation. — Words 
having  er,  ir,  and  ur  must 
be  learned,  for  er  and  ir 
sound  alike,  and  closely 
resemble  ur. 

Words  ending  in  c,  f,  1, 
or  s  must  be  learned,  for 
ck,  ff,  11,  or  ss  is  usual. 

Words  having  j  before 
e  and  i  must  be  learned, 
for  g  is  generally  sub- 
stituted for  j  before  e 
and  i. 

g  before  e  ana  i,  nav- 
ing  the  sound  of  j,  is  p. 
std. 

Words  having  s  before 

e  and  i  must  be  learned. 

The  plan  of  leaving  blank  spaces  after  lists  to 


Memorize: 

er 
her 

ir 

fir 

ur 
bur 
cur 
fur 

bac 

hir 

lac 

as 

is 

bus 

gas 

has 

his 

pus 

yes 

was 

pur 

roc 
sac 

jet 
jib 
jig 

if 
of 

set 

sew  (so 
sex 

nil 
sol 

sin 

sip 
sit 

six 

24  HOW   TO    LEARN   TO    SPELL. 

be  learned  is  followed  throughout..  These  spaces 
allow  room  to  insert  words  that  should  be  added  to 
the  list. 

Each  list  of  words  maybe  incomplete,  from  over- 
sight, because  the  word  is  not  in  common  use, 
because  it  lacks  dignity,  because  it  belongs  to  one 
of  the  Rhythmic  Groups,  because  it  has  more 
letters  than  have  yet  been  considered,  or  because  it 
involves  a  change  in  vowel  sound  that  is  separately 
treated. 

Thoroughly  learn  the  meaning  and  the  use  of 
these  words. 

LESSON  81, 
CLASS  A. 

You  cannot  blend  s  with  s,  x,  or  z. 

If  you  wish  to  make  the  word  fox  mean,  more 
than  one,  you  add  the  syllable  es,  and  write  foxes. 

One  can  blend  s  with  the  other  single  letters. 

If  you  wish  to  make  the  word  bug  mean  more 
than  one,  you    add  the    letter  s,  and  write   bugs. 

You  can  form  the  plural  of  Class  A  nouns  by 
adding  s  to  the  root,  remembering  to  add  es  to 
those  ending  in  s,  x,  or  z. 

Remember. — man,  plural  men^ 

ox,  plural  oxen. 

Verb  roots  also  take  s;  as,  bat,  bats;  I  bat  well, 
but  he  bats  better. 


HOW   TO    LEARN   TO    SPELL.  25 

a.  Select,  from  the  supplement,  words  to  be 
dictated.      Let  the  pupils  add  s  to  the  roots. 

b.  Select,  from  the  supplement,  words  to  be 
dictated  at  the  rate  of  twenty  per  minute. 

You  can  now  spell, 

Class  A  roots 350 

Class  A  derivatives  In  s,  es 320 

LESSON  82. 
CLASS  A. 

You  can  form  the  possessive  of  Class  A  nouns 
by  adding  the  apostrophe  and  s  ('s)  to  the  root;  as, 
A  bud's  form  Is  oval. 

We  pronounce  the  possessive  form  of  a  word 
ending  In  s,  x,  or  z.  In  two  syllables;  as,  gas's, 
box's,  fez's. 

a.  Write  sentences,  using  the  possessive  form 
of  these  words,,  bed,  cap,  dog,  nut,  rat. 

b.  Select,  from  the  supplement,  words  to  be 
dictated.     Let  the  pupils  form  the  possessive. 

You  can  now  spell, 

Class  A  roots 350 

Class  A  derivatives  In  s,  es 320 

Class  A  possessives 180 


26  HOW   TO    LEARN   SPELL. 

LESSON  83. 
CLASS  A. 

We  often  add  a  syllable  to  the  rear  of  a  word, 
and  thus  form  a  different  word.  The  word  thus 
formed  Is  called  a  derivative.  The  syllable  added 
is  called  a  suffix.  If  the  added  syllable  begins 
with  a  vowel,  it    may  be    called    a    vowel    suffix. 

The  vowel   suffixes  most   frequently  used  are, 

•  ed,  en,  er,  ing,  y. 

When  adding  a  vowel  suffix  to  a  Class  A  root, 
we  repeat  the  final  letter  of  the  root,  and  assign 
the  added  letter  to  the  suffix;   as, 

fat  fat  fat  fat  fat 

fat  ted      fat  ten      fat  ter      fat  ting      fat  ty 

(k,  V,  w,  and  x  are  not  so  repeated.) 

edo  When  the  root  ends  in  d  or  t,  the  ed  suffix 
is  pronounced  as  written.  When  a  root  ends  in 
f,  p,  or  X,  the  ed  suffix  has  the  sound  of  t.  When 
a  root  ends  in  any  other  letter,  the  ed  suffix  has 
the    sound  of  d.  p.  std. 


HOW   TO    LEARN    TO    SPELL. 


27 


SAMPLE    PAGE. 

iss  A  derivatives: 

bagged 

winner 

wedded 

taxed 

jotting 

wedding 

fanned 

tapper 

webbed 

hopping 

.     winning 

webbing 

budded 

cupping 

bidden 

tagged 

tapping 

bidder 

manning 

bedded 

bidding 

buggy 

cutting 

vexed 

tipped 

tanned 

dunning 

batted 

bedding 

vexing 

canned 

cotter 

dunned 

tipping 

tanning 

vexer 

batter 

bedder 

dipper 

canning 

totter 

setting 

tinned 

tanner 

dipping 

witted 

begged 

donned 

capped 

dotted 

donning 

tinning 

tanner 

fanned 

taxing 

robber 

bobbing 

witty 

wetter 

foxy 

capping 

digger 

.foggy 

tapped 

summing 

boxing 

bagging 

wetting 

boxed 

budding 

digging 

fitting 

tagging 

summed 

fitted 

28  HOW   TO    LEARN   TO    SPELL. 

LESSON  84. 

CLASS  A. 

Note. — Words  ending  in  x  are  assigned  to  Class  A, 
though  X,  having  the  force  of  ks,  is  equivalent  to  a  Class  B 
ending.  Words  ending  in  ch,  sh,  and  th,  are  assigned  to 
Class  B,  though  the  ending  is  a  unit  of  sound. 

The  following  letters  are  not  repeated  before 
a  vowel  suffix. 

Remember. — k,  v,  w,  and  x. 

BUILDING     derivatives,    MODEL. 

Vowel  suffixes, — ed,  en,  er,  ing,  y. 
wit —         witted      witty 
tap —        tapped     tapper     tapping 
pop- 
fix— 
vow — 

Plan. — Write  the  vowel  suf^xes  at  the  top  for 
a  guide.  Try,  Imaginatively,  each  suffix  with  each 
root. 

Write  only  words  that  you  know. 

Each  day,  build  derivatives  from  six  Class  A 
roots.  So  continue,  until  all  the  roots  found  In 
the  supplement  have  been  used. 

Suggestions: 

a.  While  the  study  period  Is  being  used  In 
building  Class  B  words,  the  recitation  period  may 
be  used  In  writing  Class  A  plurals  and  possesslves. 

b.  Dictate  Class  A  derivatives  for  rapid  writing. 


HOW    TO    LEARN   TO    SPELL.  29 

LESSON  85. 
CLASS  B. 

Class  B  words  have  a  single  vowel  followed  by 
two  or  more  consonants  only;   as, 

add     bend     thrill     broth     dress     strength. 

Before  building  words  as  directed  below,  pro- 
nounce Lessons  133,  135,  136,  137. 

WORD    BUILDING,    MODEL. 

Rear  letters, — bb,  dd,  ff,  ft,  gg,  Ik,  11,  Im,  mp, 
nch,  nd,  nk,  nn,  nt,  pt,  rn,  sh,  sp. 

a —  add  aft  all        and     ant      apt     ash     asp 

e —  ebb  egg  elk       ell       elm     end 

I —  ill  Imp  Inch     Ink      Inn 

o —  odd  off  oft 

u —  urn 

Plan. — This  work  Is  done  as  In  Lesson  62 
Copy  the  rear  letters,  close  your  books,  reproduce 
this  lesson. 

Remember. — add        ebb        Ggg        Inn        odd. 


30  HOW    TO    LEARN   TO    SPELL. 

LESSON  86. 

CLASS  B. 

Note. — Before  taking  up  the  work  of  this  lesson,  turn 
to  the  Rhythmic  Groups  and  pronounce  the  words  having 
Italian  a,  and  modified  Italian  a. 

WORD    BUILDING,    MODEL. 

Rear  letters — ck,  ff,  ft,  mp,  nch,  nd,  ng,  nk, 
nt,  sk,  ss,  St,  th,  zz. 

ba —    back  etc. 

be— 

bi— 

bo— 

bu— 
Complete  this  lesson. 
Write  only  words  that  you  know.. 

LESSON  87. 
CLASS  B. 

Use  front  c  in  the  manner  above. 

a.  Use  only  the  rear  letters  assigned  in  Les- 
son 86. 

b.  Write  only  words  that  you  know. 

LESSON  88-103. 
CLASS  B. 

Use  the  following  front  letters,  one  at  each 
exercise,  in  the  manner  above. 

Use  only  the  rear  letters  assigned  in  Lesson  86. 
Write  only  words  that  you  know, 
d,  f,  g,  h,  j,  k,  1,  m,  n,  p,  r,  s,  t,  v,  w,  y. 


HOW   TO    LEARN   TO    SPELL. 


LESSON  104. 


CLASS  B. 


er 

berg 

berth 

derm 

fern 

germ 

herb 

herd 

jerk 

perch 

perk 

pert 

term 

serf 

verb 


Learn: 
ir 
birch 


ur  Suggestions. — One 

burg      may  express  the  meaning 
bird  burn      of    a    word    more     com- 

birth  burnt  pletely  by  using  a  sen- 
dirk  burr  tence,  or  a  phrase,  than 
dirt  burst  by  using  a  single  word, 
firm  curb  but  for  the  exercises  fol- 
first  curd  lowing,  a  single  word  is 
gird  curl  much  better, 
girl  curst  The  teacher  is  request- 
girt  curt  ed  to  study  with  the  pupils, 
girth  durst  to  explain  when  neces- 
kirk  furl  sary,  and  to  help  select  a 
mirth  hurl  single  word  to  convey  the 
myrrh  hurt  meaning  of  the  listed 
lurch     word. 

lurk  Pronounce  these  words 

murk    repeatedly,  giving  the 
purl       meaning  each  time, 
surd  When  does  one  know 

surf       a  list  of  words  ? 
turf  Ans.     When    he    can 

turn       pronounce,    and    give    a 
synonymous  meaning  at  a 
rate  of  fifty  or  more  per  minute. 

Do  no  spelling  until  the  above  work  is  finished. 
You  will  then  find  that  the  spelling  is  perfect. 

Caution. — The   meaning   must  be  known,  not 
written  at  the  side  of  the  word. 


32  HOW    TO    LEARN   TO    SPELL. 


LESSON  105. 

CLASS  B. 

Learn : 

jerk 

kilyl 

cell 

self 

sl#t 

jest 

lymph 

cent 

sell 

si^n 

jilt 

lynch 

cyst 

send 

silk 

lynx 

buzz 

serf 

sill 

calc 

hymj?i 

fizz 

sick 

silt 

zinc 

myth 

fuzz 

sift 

sing 

talc 

nymph 

sizz 

sl^^ 

sink 

arc 

ark 

See 

suggestions,  Lesson   104. 

T.F.SSON  106. 

CLASS  B. 

^ 

std.  Add  s  to  the  root  to  form  the  plural  of 
a  word  in   any  class. 

std.     Verb  roots  also  take  s. 

Some  words  of   Class  B  end   in  ch,  sh,  ss,  zz. 

Will  s  blend  with  those  sounds  ?  How,  then, 
would  you  form   the  plural  of   words  so  ending? 

Remember  these  plurals: 

self,     plural  selves 

shelf,    r       ? 

elf,  "  ? 

wolf,       "  ? 

a.  As  the  teacher  dictates  roots,  write  plurals 
at  the  rate  of  twenty  or  more  per  minute. 


HOW   TO    LEARN    TO    SPELL.  33 

b.  As  the  teacher  dictates  roots,  write  possess- 
ivcs  at  a  rate  of  twenty  or  more  per  minute. 

(The  teacher  may  select  from  the  supplement. 
While  dictating  Class  B  words,  intermix  Class  A 
words  having  like  sound  endings.) 

You  can  now  spell, 

Class  A  words 1400 

Class  B  roots 600 

Class  B  derivatives  in  s,  es,  ves,  's    700 

LESSON  107. 
CLASS  B. 

Certain  syllables  are  frequently  used  as  suf- 
fixes. Those  that  begin  with  a  vowel  may  be 
called  vowel  suffixes.  (v.  s.)  Those  that  begin 
with  a  consonant  may  be  called  consonant  suf- 
fixes,    (c.  s.) 

std.  Words  of  any  class  take  on  a  consonant 
suffix  without  change. 

How  do  we  add  a  vowel  suffix  to  a  Class  A 
root? 

What  is  a  Class  B  root  ? 

Class  B  roots  take  on  any  suffix  without  change. 

The  common  vowel  suffixes  are,  ed,  en,  er,  est, 
ing,  ish,  y. 

The  common  consonant  suffixes  are,  ful,  less, 
ling,  ly,  ment,  ness. 


34  HOW   TO    LEARN    TO    SPELL. 

BUILDING    DERIVATIVES,    MODEL. 

(v.  s.)  ed,  en,  er,  est,  ing,  ish,  y. 
bunt — 
rend — 
lash- 
hint— 
mill- 
Build  only  words  that  you  know. 

a.  Daily  write  the  derivatives  of  six  Class  B 
words. 

When  you  have  practiced  the  above  exercise 
three  weeks  you  can  spell  many  words. 

You  can  then  spell, 

Class  A  words 1400 

Class  B  words 2800 

LESSON  108. 
CLASS  A— CLASS  B. 

Words  of  Class  A  and  Class  B  may  begin 
with  one  of  the  following  combinations: 


bl 

br 

ch 

chr 

cl 

cr 

dr 

dw 

fl 

fr 

gl 

gi* 

ph 

pl 

pr 

sc 

sch 

schl 

schr 

scr 

sk 

si 

sm 

sn 

sp 

spr 

st 

str 

sw 

th 

thr 

tr 

tw 

wh 

wr 

HOW    TO    LEARN    TO    SPELL. 


35 


WORD    BUILDING,  MODEL. 

Rear  letters — b,  ck,  d,  ff,  ft,  g,  m,  mp,  mpt,  n, 
nch,  nd,  ng,  nk,  nt,  p,  sk,  ss,  st,  t,  th,  z. 
Build  as  in  model,  Lesson  62. 


bla— 

ble— 

bli- 

blo— 

blu— 

LESSON  109. 

* 

Learn : 

clerk 

chirp 

blur 

querl 

flirt 

blurt 

sperm 

quirk 

church 

stern 

shirk 

churn 

shirr 

scurf 

shirt 

slur 

skirt 

spur 

smirch 

spurn 

CJirist 

smirk 

spurt 

c)iri§m 

squirm 

whur 

crypt 

squirt 

phlegm 

stir 

phlox 

swirl 

See 

rjius 

third 

Suggestions, 

rjiythm 

thirst 

Lesson  104. 

;^cent 

twirl 

^cjiism 

whir 

schist 

whirl 

36 


now  TO   LEARN   TO   SPELL. 


SAMPLE    PAGE. 

is  having 

multiple  front 

letters. 

bless 

blench 

splint 

quiz 

splash 

twist 

skid 

.     blotch 

splotch 

quit 

sphinx 

twelfth 

skill 

chink 

sprang 

quirk 

shrunk 

thwack 

skim 

chintz 

sprig 

quip 

scoff 

thrust 

skip 

CJirist 

spring 

quilt 

shrug 

thrush 

shrink 

clinch 

sprint 

quill 

shrub 

thrum 

skulk 

crutch 

sprung 

quid 

shrimp 

throng 

skull 

cranch 

strength 

quick 

shrill 

thrill 

skunk 

clutch 

stretch 

quest 

script 

thrift 

scum 

crotch 

strict 

querl 

scrimp 

thresh 

cress 

drench 

string 

chink 

scratch 

thrash 

clad 

plinth 

strip 

quell 

scrap 

struck 

quench 

scrag 

strong 

HOW    TO    LEARN   TO    SPELL. 


37 


A    PUZZLE    IN    CII    AND    TCH. 


As  you  pronounce  these  words,  name  the  class 
to  which  each  belongs;  as,  Class  B,  Class  C, 
Class  D. 

Observe  this  page.     Study  the  next  lesson. 


arch 

each 

sandwich 

watch 

hitch 

witch 

batch 

finch 

ostrich 

beach 

itch 

thatch 

botch 

flinch 

squelch 

belch 

kitchen 

stitch 

butcher 

French 

such 

peach 

latch 

stretch 

paunch 

lynch 

scorch 

search 

notch 

smutch 

bench 

lunch 

niche 

catch 

match 

beech 

bleach 

patch 

snatch 

blanch 

crunch 

rich 

clutch 

pitch 

hatch 

bunch 

parch 

perch 

ditch 

ratchet 

henchman 

church 

much 

launch 

Dutch 

retch 

switch 

leech 

quench 

bachelor 

etch 

satchel 

clinch 

cranch 

ranch 

cinch 

38  HOW   TO    LEARN   TO    SPELL. 

LESSON  110. 
ch,  tch. 
Pronounce   column    2.     Do    you    hear    a    con- 
sonant sound  between  the  vowel  and  ch  ? 

Pronounce  column  3.  Do  you  hear  a  conso- 
nant sound  between  the  vowel  and  ch?      t  in  tch 

is  silent. 

I  2  3 

beach  gulch  batch 

leech  lynch  stitch 

peach  march  match 

each  ranch  scratch 

Class  D  words  never  end  in  tch;    as,  column  i. 

Class  B  words  having  a  consonant  sound  be- 
tween the  vowel  and  ch,  never  end  in  tch;  as, 
column  2. 

std.  Class  B  words  having  no  consonant  sound 
between  the  vowel  and  ch,  end  in  tch. 

Suggestion.  —  Study  the  idea  above  until  it 
seems  easy;  memorize  the  following  list  of  ex- 
ceptions; you  can  then  spell  more  than  two  hundred 
syllables  in  ch  and  tch,  having  the  std.  sound  of  ch. 

Remember: 

at  )  sandwich  much 

de )  rich  such 

bachelor  which  ostrich 

niche  duchy  duchess 


HOW    TO    LEARN   TO    SPELL.  39 

LESSON  111. 
CLASS  A—  CLASS  B. 

a.  As   the   teacher   dictates,   write   plurals   of 
words  beginning  with  multiple  front  letters. 

b.  Daily  form  derivatives  of   six  words  begin- 
ning with  multiple  front  letters. 

c.  As  the  teacher  dictates,  write  Class  A  and 
Class  B  derivatives  at  a  rapid  rate. 

Note. — Lesson  iii  is  general.     The  teacher  can  tell 
when  those  exercises  become  a  waste  of  time. 

LESSON  112. 

Words  may  combine  without  losing  their  original 
meaning,    and    form    a    new    word,    a    compound 

word;  as, 

dust  and  pan,  dustpan 

tan  and  yard,  tanyard 

whip  and  lash,  whiplash 

We  may  form  derivatives  of  compound  words; 
as,  whiplashed,  whiplashing,  etc. 

Form  compounds  by  combining  each  word  in 
the  upper  list  with  a  word  in  the  lower  list. 

red     black     gas     club     red     ship     first     red     slip 
cat     snow     star     black     high     church 

foot     yard    fish    born    light    board     board     shod 
bird     bird     land     bird     bird     wing     top 


40 


HOW   TO    LEARN   TO    SPELL. 


SAMPLE    PAGE. 


By  observing  what  can  be  done  with  the  word, 
back,  the  first  word  that  you  built  in  Lesson  86, 
you  can  form  some  idea  of  the  number  of  words 
that  you  can  now  spell. 


back 

backhand 

backhands 

backhanded 

backbanding 

backbond 

backbonds 

backcast 

backcasted 

backcasting 

backcaster 

backcasters 

backcastings 

backcasts 

backer 

backers 

backing 

backings 


backfall 

backfalls 

backfaller 

backfalling 

backfallings 

backhand 

backhands 

backhanded 

backhandedly 

backhandedness 

backhander 

backhanders    - 

backhanding 

backlash 

backlashes 

backlashed 

backlasher 

backlashers 


backlashing 

backlashings 

backlog 

backlogs 

backmost 

backset 

backsets 

backstitch 

backstitches 

backstitched 

backstitching 

backstitchings 

backward 

backwards 

backwardly 

backwardness 

backwash 

backwasher 


etc. 
Observe  that  the  above  words  are  on  the  plan 
of  a  Class  B  word,  or  two  Class  B  words,  four 
excepted.  Class  C  and  Class  D  words  also  com- 
bine with  Class  A  and  Class  B  words  In  forming 
compounds  and  compound  derivatives. 


HOW    TO    LEARN   TO    SPELL.  4I 

When  you  have  mastered  the  words  of  Class 
C  and  Class  D,  you  can  spell  a  great  many  words. 

However,  you  can  now  spell, 

Class  A  roots,  derivatives,  etc 2,000 

Class  B  roots,   derivatives,  etc 11,000 


T.F.SSON  113. 

LONG  VOWELS. 

game 

cere         time         bone 

cube 

a 

.e               i                0 

u 

Long  u  is  the  only  difficult  long  vowel  sound. 

Long  u  equals  the  blending  of  e  and  00;  but 
the  blending  must  be  so  perfect  that  the  e  sound 
cannot  be  distinguished  from  short  i. 

The  long  u  sound  is  heard  in  the  following 
words: 

beauty,  feud,   new,  few,    pew,    cue,  lieu,  duty, 

Note. — Initial  long  u  has  a  consonant  y  element;  as, 
un  ion  (yun  yun). 

Pronounce: 

u  =  u 

blue      cube      cure     cute     duke     dude     dune 
dupe    fluke     flute     June    fume     mute     nude 


42  HOW   TO    LEARN   TO    SPELL. 

LESSON  114. 
LAWS  OF  LONG  VOWELS. 

Law  I. — A  vowel  as  a  word  is  long. 

A  wise  son  maketh  a  glad  father. — Bible, 
I  am  a  part  of  all  that  I  have  met. —  Tennyson, 
O  beautiful    and  grand, 
My  own,  my  native  land! — Coles. 

Law  I  applies,    also,   to    a  vowel    used    as    an 
accented  syllable;   as, 

a'  pron          i'  ron  o'  pen 

A'  pril           i'  tem  o'  ver 

e'  ven            o'  ejier  o'  vert 

e'  vil              o'  men  u'  nit 

i'  die              o'  nyx  u'  ni  form 

Law  2. — A  final  vowel,  in  a   word  having  but 
one  vowel,  is  long;   as. 


be 

by 

.  cry 

dry 

fly 

fry 

go 

he 

me 

no 

so 

ply 

pry 

she 

spry 

sty 

the 

thy 

we 

ye 

(do) 

(to) 

(two) 

(who) 

The  letter  y  is  often  substituted  for  i.     When 
y  takes   the   place  of  i,  it  becomes  a  vowel,    and 
has  the  sound  that  i  would  have  in  that  position. 
Law  2  applies,  also,  to  accented   syllables;  as, 
Bi'  ble  ci'  pher  pu'  pil 

bo'  gus  co'  zy  py'  thon 

bu'  gle  cu'  bit  fa'  ble 


HOW    TO    LEARN   TO    SPELL.  43 

An  unaccented  vowel  is  obscure  usually,  when 
by  its  position  it  should  be  long;  as,  i'  6  dide. 

An  obscure  vowel  can  scarcely  be  distinguished 
from  neutral  u.  Obscure  vowels  are  marked  in 
the  International  Dictionary;  thus,  a  e  t  o  u. 

A  as  a  word,  also  final  e  in  the  word  the, 
are  often  obscure. 

Law  3. — In  words  of  one  syllable  having  two 
vowels,  the  first  vowel  is  long;   the  second,  silent. 

Note. — Silent,  here,  means  silent  in  sound,  not  in 
influence.  It  is  the  influence  of  the  second  vowel  that 
makes  the  first  long.  A  vowel  may  be  silent  in  both  sound 
and  influence;  as,  giv^.  In  these  exercises  when  a  vowel 
is  marked  silent,  it  is  silent  in  both  sound  and  influence. 
There  are  many  exceptions  to  Law  3.  See,  also.  Lessons 
148  and   149. 

Law  3  applies,  also,  to  accented  syllables. 

The  two  vowels  may  be  separated  by  one  or 
by  two  consonants.  This  arrangement  gives  what 
we  call  a  Class  C   word;   as, 

dike  lure  glimpse 

hive  merge  lathe 

The  two  vowels  may  stand  side  by  side.  This 
arrangement  gives  what  we  call  a  Class  D  word;  as, 

team  bee  heed 

cheek  loan  roar 


44 


HOW   TO    LEARN   TO    SPELL. 


T.F.SSON  115. 

SAMPLE    PAGE. 

To   catch   the 

rhythm  of   Class  C   words, 

the 

3ils  may  spell 

in  concert  from 

their  books. 

age 

cage 

eke 

ale 

cake 

huge 

ape 

came 

drape 

ate 

cane 

June 

bake 

chaste 

fife 

bale 

chide 

flute 

bane 

chime 

braze 

blade 

chore 

eve 

blame 

cite 

glaze 

blaze 

clime 

grade 

bide 

clothe 

cube 

bile 

clove 

hone 

bine 

code 

hire 

bode 

coke 

joke 

bole 

cone 

kite 

bone 

cope 

cute 

bore 

core 

lime 

brake 

cote 

sale 

brave 

cove 

shine 

bribe 

crape 

time 

theme 

stale 

thine 

stole 

tape 

stile 

twine 

throne 

type 

HOW    TO    LEARN    TO    SPELL. 


45 


LESSON  116. 

SAMPLE    PAGE. 

To  catch    the 

rhythm  of    Class    D  w( 

pupils  may  spell 

in  concert  from 

their  b 

ail 

beach 

tie 

bail 

bead 

vie 

bait 

beak 

board 

bay 

bean 

cloak 

blain 

beast 

coal 

braid 

beef 

coast 

chain 

beet 

coat 

claim 

cheek 

croak 

drain 

cheep 

doe 

dray 

creed 

float 

fail 

creek 

foal 

fain 

creep 

foam 

faint 

feed 

foe 

faith' 

feel 

loam 

flail 

fleet 

gloat 

gain 

free 

blue 

grail 

freeze 

cue 

grain 

die 

due 

gray 

fie 

blue 

hail 

hie 

glue 

jail 

lie 

rue 

laid 

lye 

sue 

lain 

pie 

moan 

4.6  HOW   TO    LEARN    TO    SPELL. 

LESSON  117, 

ACCENT. 

monosyllable  dissyllable  trisyllable 

strength  era'  die  can'  ni  bal 

When  we  speak  of  a  syllable,  we  generally 
have  reference  to  a  part  of  a  word  uttered  by  a 
single  voice  impulse,  but  we  may  mean  a  word 
uttered  by  a  single  voice  impulse;  as,  bud,  change, 
strength,  dear,  etc. 

It  is  quite  difficult  to  speak  a  word  of  two  syl- 
lables, without  giving  greater  voice  force  to  one 
part  than  to  the  other.  The  part  that  receives 
the  greater  voice  force  is  said  to  be  accented. 
Accent  is  indicated;    thus, 

ba'  by  era'  die 

Treat  these  figures  as  syllables;  throw  the  ac- 
cent as  indicated;  drill  until  this  can  be  done 
with  ease. 

Nice  accent  avoids  undue  voice  stress. 

1.  i'-2        1-2' 

2.  I '-2-3        i-2'-3       1-2-3' 

3.  i'-2-3-4       i-2'-3-4       i-2-3'-4       1-2-3-4 

Pronounce: 

com  pare'  com  par'  i  son  com'  pa  ra  ble 

com  pact'  com'  pact  com'  pa  ny 

o  pin'  ion  op'  e  ra  om  ni  pres'  ent 


HOW    TO    LEARN    TO    SPELL.  47 


LESSON  118. 

You  have  formed  many  Class  A  and  Class  B 
derivatives,  also,  a  few  compounds;  but  we  may 
have  words  of  two  or  more  syllables  that  are 
neither  derivatives  nor  compounds;    as, 

wither  number  mystery 

cradle  cattle  power 

Words  like  the  above  are  sometimes  called 
two-part,  or  three-part  roots.  Which  of  the  above 
words  is  a  three-part  root? 

Wither  is  not  ivith  plus  er.  A  derivative  retains 
somewhat  of  the  root  meaning. 

To  distinguish  a  two-part  root  from  a  deriva- 
tive, we  must  be  guided  by  the  meaning,  not  the 
form. 

All  Class  B  roots  end  in  two  or  more  con- 
sonants. Compounds  and  derivatives  of  Class  B 
are  very  numerous,  but  there  are  very  few  two- 
part  roots  having  a  Class  B  syllable;    as, 

bick  er  pock  et  smoth  er 

wick  et  rath  er  wick  ed 

Nearly  all  two-part  roots  are  formed  on  the  Class 
A  plan;   that  is,  one  syllable  belongs  to  Class  A. 


48 


HOW    TO    LEARN    TO    Sl'ELL. 


The  number  of  words  (two-part  roots)  having 
both  syllables  of  Class  A  form  is  very  great;  as, 


zigzag 

wil  low 

wal  low 

wor  ry 

win  dow 

wab  ble 

wor  ship 

wig  wam 

ver  tex 

whis  per 

tot  ter 

wam  pum 

Many  Class  B  words  end  in  ff,  11,  ss;  but  the 
first  syllable  of  a  two-part  root  having  the  same 
sound  as  a  Class  B  root  belongs  to  Class  A;  that 
is,  the  first  syllable  ends  in  single  1,  f,  or  s;   as, 

. . buf  foon 

. .  muf  fler 

. .  al  so 

.  .bel  low 

. .  mas  ter 

. .  pas  ture 

. .  bil  ious 

. .  del  ta    ...  Del  phic 


buff  ...buffet 
muff . . .  muf  fie 
all     ...  al  most 
bell   . . .  bel  fry 
mass. . .  mas  cot 
pass  . . .  pas  tor 
bill    ...bilbo 
dell  .  . .  del  i  quesce' 


al  ways  . . .  al  ter 


LESSON  119. 
GERMAN  METHOD. 


While  the  pupils  are  mastering  certain  dif- 
ficult lessons,  the  teachers  of  Germany  make  it 
a  habit  to  study  with  the  pupils,  reading,  illustra- 
ting, and  explaining,  until  the  lesson  is  understood. 


HOW    TO    LEARN    TO    STELL.  49 

Most  spcllin<^  lessons  should  be  treated  accord- 
ing to  the  German  method.  Each  word  should 
be  pronounced,  and  a  synonymous  meaning  found. 
True,  a  sentence  or  a  phrase  will  define  more  com- 
pletely than  a  single  word,  yet  a  single  word 
should  be  thought  out  and  used.  In  this  work 
the  teacher's  aid  is  very  necessary. 

A  lesson  should  be  studied  slowly  and  a  synony- 
mous meaning  selected  for  each  word.  This 
slow  process  may  be  repeated  as  many  times  as 
necessary,  repeated  until  the  words  are  known. 

When  is  a  list  known  ? 

A71S.  When  the  pupils  can  pronounce  and  give 
a  synonymous  meaning  at  a  rate  of  from  fifty  to 
eighty  words  per  minute. 

Caution. — The  meaning  must  be  known,  not 
written  at  the  side  of  the  listed  word. 

When  shall  we  spell  ? 

Ans.  The  habit  of  attempting  to  spell  un- 
known words  should  be  discontinued.  The  spell- 
ing of  known  words  is  quite  unnecessary,  yet  for 
the  sport  of  it  they  may  be  dictated  at  a  rapid 
rate  to  test  speed  in  writing.  In  general,  the 
usual  spelling  grind  is  quite  inexcusable. 


50  HOW    TO    LEARN   TO    SPELL. 

LESSON  120. 
TWO-PART  ROOTS. 

NoTE.^ — At  present  we  are  concerned  with  two-part 
roots  in  which  each  syllable  is  of  the  form  of  a  Class  A, 
or  a  Class  B  root,  but  the  distinctions  following  obtain  in 
all  two-part  roots.  You  have  formed  many  Class  A  and 
Class  B  derivatives;  you  know  the  laws  of  union  when 
joining  a  sufilix  to  a  Class  A  or  a  Class  B  root.  The  second 
syllable  of  a  two-part  root  may  be  joined  to  the  first  syl- 
lable according  to  the  laws  of  union  in  derivatives,  or 
contrary  to  those  laws 

Form  One.    std. 

Form  One  Includes  all  two-part  roots  in  which 
the  second  syllable  is  joined  to  the  first  syllable 
according  to  the  laws  of  union  in  derivatives. 

Form  Two.     (irregular) 

Form  Two  includes  all  two-part  roots  in  which 
the  second  syllable  is  joined  to  the  first  syllable 
contrary  to  the  laws  of  union  in  derivatives. 

How  does  a  Class  B  root  take  on  any  suffix  ? 
How  does  a  Class  A  root  take  on  a  consonant 
suffix  ? 

In  adding  a  vowel  suffix  to  a  Class  A  root 
we  repeat  the  final  letter  of  the  root  and  assign 
the  added  letter  to  the  suffix,  thus,  the  second  syl- 
lable begins  with  a  consonant. 

The  following  lessons  furnish  illustrations  of 
all  types. 


HOW    TO    LEARN   TO    SPELL. 


51 


Form  One.    std,     (First  type) 

bon'  net 

rab'  bit 

num'  ber 

al  low' 

mit'  ten 

tur'  bid 

hum'  ble 

ex  cept' 

rib'  bon 

but'  ton 

fol'  low 

tum'  ble 

her'  ring 

lim'  pid 

mas'  ter 

pud'  die 

tur'  nip 

pud'  ding 

cor'  ner 

slen'  der 

wal'  nut 

stam'  mer 

nib'  ble 

lin'  net 

gar'  net 

pun'  gent 

scam'  per 

vel'  vet 

gim'  let 

bal'  last 

fin'  ger 

twit'  ter 

bel'  low 

blun'  der 

let'  ter 

war'  ble 

in' sect 

bar'  rel 

gen'  tie 

ob'  ject 

per  haps' 

but'  ter 

pil'  grim 

ob  ject' 

bot'  torn 

mid'  die 

tem'  pie 

bram'  ble 

pil'  low 

hur'  rah 

mis'  tress 

ruf  fle 

ram'  ble 

shin'  gle 

com'  fort 

mal'  let 

thiin'  der 

sis'  ter 

spar'  kle 

sus  pect' 

rub'  ber 

rud'  der 

mor'  bid 

ab  hor' 

rob'  ber 

tit'  ter 

ac'  rid 

ab  duct' 

par'  rot 

rus'  tic 

ad'  der 

bom'  bast 

dif  fer 

splin'  ter 

yel'  low 

ab'  bot 

wil'  low 

rug'  ged 

tran'  quil 

bur'  den 

har'  vest 

tod'  die 

up'  start 

ab'  sent 

rip'  pie 

hub'  bub 

wrig'  gle 

can'  ker 

nar'  row 

squir'  rel 

tor'  rid 

ab  sorb' 

dap'  pie 

spat'  ter 

tor'  por 

ac'  cent 

an'  gel 

stag'  ger 

top'  pie 

ac  quit' 

an'  gle 

torn'  tit 

gid'  dy 

glim'  mer 

Observe 

: 

a.     The  second  syllabi 

e  begins  with  a  consonant 

b.    The 

first    syllable 

has  the   form 

of   a  com- 

plete,  regul 

ar  Class  A  root. 

52  HOW   TO    LEARN   TO    SPELL. 

LESSON  121. 
TWO-PART  ROOTS. 

Form  One.     std,     (Second  type) 

Certain  syllables  are  used  as  prefixes.  The 
common  prefixes  are: 

a,  ab,  ad,  ac,  af,  ag,  al,  am,  an,  ante,  ap, 
ar,  as,  at,  be,  bi,  by,  co,  col,  com,  con, 
cor,  de,  di,  dif,  dis,  e,  ec,  ef,  em,  en,  ep, 
ex,  il,  im,  in,  intro,  inter,  ir,  mis,  o,  ob, 
oc,  of,  op,  out,  over,  per,  pro,  re,  se,  sub, 
sue,  suf,  sup,  super,  sus,  sur,  to,  trans,  un, 
under. 

a.  From  the  above  prefixes  select  those  that 
have  the  form  of  a  Class  A  root. 

Class  A  roots  are  of  the  form  of  am,  red,  prod, 
etc.  If  we  omit  the  final  consonant  there  remains 
a,  re,  pro,  etc.,  (incomplete  Class  A  roots). 

b.  From  the  above  prefixes  select  those  that 
have  the  form  of  an  incomplete  Class  A  root. 

Note. — The  number  of  words  having  the  first  syllable 
of  the  form  of  one  of  the  above  prefixes  is  very  great; 
you  can  spell  most  of  them,  however,  without  study. 


alas' 

en  list' 

clo'  ver 

o'  men 

ab  hor 

ex  eel' 

re  fer' 

ti'  ny 

ac  cept' 

im  part' 

E'  den 

ce  ment' 

ad  diet' 

in  cur' 

i'dle 

ba'  sin 

af  feet' 

mis  call' 

de  light' 

ci'  der 

al'  bum 

o  mit' 

fu'  ry 

la  pel' 

HOW    TO    LEARN    TO    SPELL. 


53 


am'  ber 
an'  ger 
ap  pair 
ar'  rant 
as  sent' 
at'  las 
be  gin' 
bi'  son 
co'  bait 
col'  lect 
com'  bat 
con  fess' 
cor'  ner 
de  bar' 
di  rect' 
dif  fer 
dis  band' 
e  ject' 
ef  feet' 
em  bark' 


ob'  ject 
oc  cult' 
of  fend' 
per'  feet 
pre  tend' 
pro  fess' 
re  buff' 
se'  cret 
sub  mit' 
suf  fer 
sup  port' 
sur  pass' 
sus  pend' 
to'  paz 
trans'  fer 

un  tir 

un'  der  brush 
un  bend' 
un  bind' 
un  born' 


fa'  ble 
ho'  ly 
co'  CO 
Mi'  das 
ca  nal' 
Bra  zil' 
wa'  ger 
vi'  per 
sto'  ry 
ta'  ble 
wa'  ry 
de  pend' 
e'  vil 
e'  qual 
de  test' 
a  dopt' 
ma'  pie 
ta'  pir 
ta'  pis 
o  pen 


tri'  fle 
be  stir' 
pe  can' 
a  jar' 
u  surp' 
ze'  ro 
ci'  pher 
sa  ber 
fi'  ber 
me'  ter 
mi'  ter 
agog"  ^ 
be  stow' 
be  gat' 
be  get' 
be  got' 
se  dan' 
pro  ject' 
di  vert' 
a  far' 


Observe: 

a.  The  second  syllable  begins  with  a  consonant. 

b.  A  one-part  root  having  a  single  vowel  and 
ending  in  s  usually  ends  in  ss.  Give  the  excep- 
tions in  Lesson  80. 

The  first  syllable  of  a  two-part  root  ending  in 
s  ends  in  single  s;   as,  mas' ter,  pas' tor,  etc. 

The  second  syllable  of  a  two-part  root  ending 
in  s  ends  in  ss;  as,  dis  cuss',  im  press',  re  press', 
etc. 


54  how  to  learn  to  spell. 

Remember: 

a  las'  can'  vas  u'  pas 

at'  las  cut'  las  Christ'  mas 

c.  A  one-part  root  having  a  sfngle  vowel  and 
ending  in  1  usually  ends  in  11.  Give  the  excep- 
tions in  Lesson  8o. 

The  first  syllable  of  a  two-part  root  ending  in 
1  ends  ifi  single  1;  as,  al  though',  el'  bow,  hal'  ter,  etc. 

Remember. — all'  spice, ,  ,  . 


The  second  syllable  of  a  two-part  root  ending 
•in  1  ends  in  single  1;  as,  ten' dril,  re  bel',  re  pel', 
la  pel',  etc.     Remember  these  exceptions: 


ap  pair 

in  stair 

num'  skull 

a  toll' 

man'  drill 

o'  ver  alls 

be  fall' 

fore  stair 

pit'  fall 

en  thrall' 

fore  teir 

qua  drille' 

in  thrall' 

mis  call' 

re  call' 

Suggestion: 

It  will  pay  to  remember  these  words.  There 
are  two  hundred  ending  in  single  1.  There  are 
a  few  words  ending  in  single  1  in  which  11  is  also 
an  approved  spelling;   as,  dis  til',  ful  fil'. 

LESSON  122. 
TWO-PART  ROOTS. 

Form  One.    std.     (Third  type) 

Yo.u  remember  that  k,  v,  w,  and  x  are  not 
repeated  before  a  vowel  suffix.  When,  then,  the 
first  syllable  of  a  two-part  root  ends  in  k,  v,  w,  or 


HOW    TO    LEARN    TO    SPELL. 


55 


X   we    should   expect 
spelled  as  it  sounds;   w 
syllable  to  begin  with 


ax  IS 
bev'  el 
bev'  y 
bow'el 
bow'  er 
bux'  om 
cav'  il 
civ'  et 
civ'  ic 
civ'  il 
clev'  er 
cov'  er 
cov'  ert 
cov'  et 
cow'  ard 
cow'  er 
crew'  el 
dev'  il 
dow'  er 
driv'  el 

chow'  der 
cox'  com]^ 
dex'  ter 


ew  er 
ex  act' 
ex  alt' 
ex  empt' 
ex  ert' 
ex  )iort' 
ex  ist' 
ex'  it  * 
ex  ult' 
flow'  er 
gav'  el 
glow'  er 
gov'  ern 
grav'  el 
grov'  el 
hav'  oc 
hov'  el 
hov'  er 
jew'  el 
lav'  ish 
vow'  el 

ex  eel' 
ex  cept' 
ex  cess' 


the  second  syllable  to  be 
e  should  expect  the  second 
a  vowel   usually. 

lev'  el 
lev'  er 
lev'  y 
liv'  id 
low'  er 


max  im 
nev'  er 
nov'  el 
ov'  en 
piv'  ot 
plov'  er 
pow'  er 
priv'  y 
prov'  erb 
quiv'  er 
rav'  el 
rav'  ish 
rav'  el 
riv'  er 
riv'  et 
vix'  en 

ex  pand' 
ex  pect' 
ex  pend' 


row'  el 
row'  en 
Sax'  on 
shek'  el 
shriv'  el 
sliv'  er 
sev'  en 
sev'  er 
sew'  er 
shiv'  er 
slov'  en 
stew'  ard 
swiv'  el 
show'  er 
show'  y 
slav'  er 
spav'  in 
tav'  ern 
tow'  el 
tow'  er 
viv'  id 

ex'  tant 
ex  tent' 
scraw'  ny 


*  It  is  so  difficult  to  pronounce  x  before  a  vowel  sound 
that  before  a  vowel  x  is  usually  given  the  sound  of  gz;  as, 
ex  act'  (egz  act',)  etc.  There  are  a  few  words  in  which 
the  sound  of  x  is  still  retained  before  a  vowel;  as,  ex'  it, 
ex'  ile,  ex  hi  bi'  tion,  etc. 


56 


HOW    TO    LEARN   TO    SPELL. 


LESSON  123. 
TWO-PART  ROOTS. 

F'oRM  One.     std.     (Fourth  type) 

You  remember  that  a  Class  B  root  takes  on 
any  syllable  without  change.  When,  then,  the 
first  syllable  of  a  two-part  root  has  the  form  of 
a  Class  B  root  we  should  expect  the  second  syl- 
lable to  be  spelled  as  it  sounds;  we  should  expect 
the  second  syllable  to  begin  with  a  vowel  usually. 


aft'  er 

down'  y 

raft'  er 

with'  er 

badg'  er 

fath'  om 

ratch'  et 

wick'  ed 

bick'  er 

graph'  ic 

reck'  on 

wick'  et 

bish'  op 

hash'  ish 

rick'  ets 

wick'  er 

brack'  et 

hatch'  et 

rock'  et 

trench'  ant 

brack'  ish 

latch'  et 

rust'  y 

smoth'  er 

broth'  er 

ledg'  er 

shrunk'  en 

snick'  er 

buck'  et 

lock'  er 

stand'  ard 

strick'  en 

catch'  up 

lock'  et 

stock'  y 

clink'  er 

chick'  en 

neph'  ew 

tank'  ard 

satch'  el 

crick'  et 

oth'  er 

thith'  er 

zith'  er 

crotch'  et 

palm'  y 

thresh'  old 

crust'  y 

pick'  et 

till'  er 

buck'  le 

cuck'  oo 

pitch'  er 

trans'  it 

chesf  nut 

cudg'  el 

rack'  et 

whisk'  er 

CJirisjl!'  mas 

Form  One,  in  its  four  types,  includes  thousands 
of  words. 


low    TO    LEARN    TO    SPELL. 


57 


LESSON  124. 
TWO-PART  ROOTS. 

Form  Two.     (Irregular) 

a,  German  method,  b.  Pronounce  the  second 
syllable,  then  the  word;  as,  in,  rob' in;  it,  hab' it; 
il,  per'  il,  etc.  c.  At  dictation,  pupils  write  the 
second    syllable  only. 


ac'  id 

car'  om 

dam'  ask 

in  ert' 

an  y  (en) 

chap'  el 

deb'  it 

lar'j/nx(i) 

Ar'ab 

€)iem'  ist 

dig'  it 

Lat'  in 

ar'  id 

cher'  ish 

doz'  en 

leg'  end 

at'  om 

cher'  ub 

drag'  on 

lem'  on 

bab  oon' 

ejiol'  er 

drag  oon 

lim'  it 

ban'  ish 

cit'  y 

due'  at 

lil'y 

bar'  on 

clam'  or 

ed'it 

lin'  en 

big'  ot 

clar'  et 

ep'  ic 

liz'ard 

blem'  ish 

cler'  ic 

fac'  et 

log'  ic 

Brit'  ish 

clo§'  et 

fag'  ot 

lyr'  ic 

Brit'  on 

chis'  el 

fel'  on 

mad'  am 

bo§'  om 

col'  ic 

fet'  id 

mag'  ic 

bits  y  (biz) 

col'  or 

fin'  ish 

mat'  in 

bust  ness  (biz)  col'  umyl 

flag'  on 

med'  al 

bur'y 

com'  et 

flor'  id 

mel'  on 

cab'  in 

com'  ic 

for'  est 

mer'  it 

cam'  el 

cop'  y 

frig'  id 

min'  im 

can'  on 

cor'  al 

her'  aid 

mod'  el 

car'  at 

cred'  it 

hab'  it 

mod'  ern 

car  ol 

crit'  ic 

)/ion'  or 

mod'  est 

58 


HOW   TO    LEARN    TO    SPELL. 


men'  ad 
men'  arch 
mor'  al 
pan'  el 
pan'  ic 
par'  ent 
par'  ish 
ped'  al 
ped'  ant 
per  il 
per'  Ish 
pet'  al 
pet'  it 
pit'y 
plac'  Id 
plan'  et 
plat'  en 
pel'  ish 
pot'  ash 

Words 
std 

wal'  low 
win'  dow 
el'  bow 
etc. 


prim  er 
pris'  on 
prod'  uct 
prof  it 
pun'  ish 
rab'  id 
rad'  ish 
rap'  id 
reb'  el 
rec'  ord 
rel'  ic 
rel'  ish 
res'  in 
rib'  aid 
rig'  id 
rig'  or 
rob'  in 
ros'  in 
sal'  ad 


sa/m'  on 
sat'  in 
Sat'  urn 
sat'  yr 
schol'  ar 
sec'  ond 
sep'  al 
sir'  up 
sol'  emyl 
sol'  id 
spig'  ot 
Stat'  ic 
stom'  ac)4 
stud'  y 
sub'  urb 
sug'  ar 
tep'  id 
tac'  it 
tal'  ent 


tal'  on 
tar'  iff 
ten'  ant 
ten'  et 
ten'  on 
ten'  or 
tim'  id 
ton'  ic 
trep'  id 
vap'  id 
ven'  om 
vig'  il 
vig  or 
wag'  on 
worn'  an 
syn'  od 
vie'  ar 
ver'  y 
vom'  it 


ending   in  ow   belong    to    Form    One. 


ar  row 
shal'  low 
sor-  row 
etc. 


bil'  low 
tal'  low 
bar'  row 
etc. 


fol'  low 
har'  row 
hoi'  low 
etc. 


Remember: 
megtd'  ow 


shad'  ow 


wid'  ow 


HOW    TO    LEARN    TO    SPELL. 


59 


LESSON  125. 

Note. — There  are  about  i6o  words  of  Form  One  that 
are  difficult  to  spell;  some  have  an  obscure  vowel,  some 
a  silent  letter;  in  others  the  std.  letter  is  not  used  to  repre- 
sent the  sound,  in  others  the  letters  are  so  arranged  that 
they  spell  nothing,  in  others  s  occurs  before  e  or  i.  All 
of  these  difficult  words  are  grouped  under  three  lessons. 

a.  Pronounce,  b.  Pronounce,  and  tell  why  the 
word  is  listed,  c.  German  method,  d.  Pronounce 
and  give  synonymous    meaning  rapidly,     e.  Spell. 


ab'  j^cess 

cam'  phor 

ci'  pher 

cro  9  he/' 

ab  /cind' 

can'  dor 

cir'  cle 

cro  qyle/' 

a  byss' 

can'  yon 

clas'  sic 

crys'  tal 

a'  ere 

car'  nal 

clum'  §y 

cuck'  oo 

a  g)iast' 

cas'  ;!le 

col'  lar 

cur'  few 

an'  s^'fer 

ca  tar/)4' 

com'  fort 

cur'  rant 

as'  phalt 

cel'lar 

con  demyi' 

cur'  rent 

bur'  glar 

cen'  sor 

con  dij^n' 

de  bri^' 

bus'  J'le 

chi'  gnon 

con  si^n' 

de  si^n' 

ca  bal' 

(she  nyofi) 

con  sist' 

di'  graph 

ca'  ble 

c|io'  ral 

con  temyl' 

dol'  lar 

cafe' 

c)iris'/^n 

cor  ral' 

dol'  phin 

ca'  liph 

Cj/iris^'  mas 

crack'  le 

ex  )4ort' 

cam'  brie 

chuck'  le 

crin'  kle 

fab'  ric 

Point  out  the  Class  D  syllables  and  the   Form 
Two  words  in  Lessons  125,  126,  and  127. 


6o 


fa'  kir 
fa'  tal 
fi'  nal 
fis'  cal 
flac'  cid 
fos'  sil 
freck'  le 
gam'  ble 
gam'  bol 
g)4ast'  ly 
go'  pher 
gram'  mar 
ham'  mock 
hos'  jt!ler 


o'dor 
o'gre 
on'ly 
o'ral 
or'  phan 
o'  val 

pam'  phlet 
par'  lor 
pas'  tor 
pen'guin 
pin' cers 
pis'  til 
pis'  tol 
plu'  ral 


HOW    TO    LEARN    TO    Sl'ELL. 

LESSON  126. 


hus  sar' 

hus'  f.\ii 

hy'  phen 
i'dle 
i'  dol 
i'dyl 
in  dijit' 
is/]/i'  mus 
}(nap'  sack 
l^nuck'  le 
la'  bor 
lac'  jzijier 
la'  ger 
Ian'  cet 


Ian'  guid 
lan'guish 
Ian'  gyior 
lar'jKnx  (i) 
law'  yer 
lin'  gual 
lin'  guist 
lo'  cal 
lo'  cust 
lu'  cid 
ma  li^n' 
mar'  tyr 
mer'  chant 
mo'  lar 


LESSON  127. 


pol'  ka 
poVyp  (i) 
pre'  cinct 
pr^t'  ty  (i) 
psal'  ter 
I^sy'  G]/iic 
pump'  kin 
quad'  rant 
ran'  kle 
ra'  zor 
r)/iu'  barb 
ru'  mor 
ru'  ral 
rus'  j^le 


sa'€)/lem 
sa'  cred 
sane'  tion 
san'  dal 
San'  skrit 
Sa'  tan 
Sax'  on 
scan'  dal 
seep'  ter 
si'  phon 
spin'  3.ck  (j) 
squir'  rel 
sten'  cil 
sud'  ft^  (sut) 


mor  tar 
mo'  tor 
mu'  ral 
mu'  sic 
mus'  lin 
mus'  sel 
mus'  cle 
mus'  tard 
riaph'  tha 
na'  §al 
na'  tal 
nee'  tar 
nor'  mal 
o'  €)ier 


tas'  sel 
pi'  quant 
tj/ia  ler 
ther'  mal 
the'  sis 
this'  /le 
thith'  er 
tick'  le 
tin'  sel 
traf  fie 
tres'  /le 
tro'  che 
ves'  sel 
van'  dal 


HOW    TO    LEARN    TO    SPELL. 


6l 


LESSON  128. 
RULE  OF  S. 

c  before  e  and  i  has   the   sound  of  s.     p.  std. 

z  before  e  has  its  standard  sound. 

s  before  e  and  i  varies;  its  sound  is' unreliable. 

From  this  time  on  you  should  obey  the  Rule  of  S. 

Rule. — Visualize  all  words  having  se  or  si. 

Inference. — Give  little  attention  to  words  con- 
sidered standard. 


Illustration: 

I. 

2. 

3- 

cede 

freeze 

base 

ceil'  ing 

blaze 

chase 

eel'  ery 

doze 

close  (s,  s) 

cell 

braze 

dose 

ci  gar' 

gaze 

fuse 

ex  eel' 

glaze 

horse 

ex'  eel  lence 

graze 

ea§e 

par'  eel 

maze 

mouse 

crev'  ice 

raze 

rai§e 

cir'  cus 

prize 

rise  (s,  s) 

in'  no  cent 

breeze 

sense 

ce  ment' 

au'  thor  ize 

ad'  ver  ti§e 

Consider  words  of  the  forms  of  those  in  col- 
umns I  and  2  standard  spellings;  they  will  need 
but  little  attention.  Words  of  the  form  of  those 
in  column  3  need  special  attention. 


62  HOW    TO    LEARN    TO    Sl'ELL. 

LESSON  129. 
VISUALIZATION. 

When  we  see,  hear,  feel,  smell,  or  taste  a  thing, 
we  form  some  notion  of  it.  When  we  have  seen, 
heard,  felt,  smelled,  or  tasted  an  object  so  often 
and  so  carefully  that  we  can  recall  it  to  mind 
whenever  we  choose,  we  know  it. 

When  we  recall  to  mind  (see  in  fancy)  a  known 
thing,  we  are  said  to  visualize  it.  The  careful 
study  of  a  thing  for  the  purpose  of  recalling  it 
to  mind  is,  also,   called  visualizing. 

All  senses  aid  in  visualizing  the  meanings  of 
words.  Pronunciation  is  chiefly  visualized  by  the 
ear.  Spelling  is  visualized  'by  the  ear  assisted  by 
the  eye. 

In  learning  to  spell,  a  trained  ear  makes  use 
of  the  eye  in  a  peculiar  way. 

To  the  eye  a  word  has  a  certain  form  —  eye- 
form. 

To  the  ear  a  word  has  a  certain  sound  —  ear- 
form. 

An  irregular  word  has  a  certain  form- — a  spell- 
ing-form. 

In  illustrating,  a  dash  is  used  to  represent 
each  syllable  that  needs  no  attention. 


HOW    TO    LEARN    TO    SPELL 


63 


Illustration: 


eye-form 

ear-form 

spelling-form 

pretty 

prit'  ty 

e  - 

women 

wim'  en 

0  - 

monkey 

mun'  ky 

0  ey 

separate 

sep'  a  rate 

-  a  - 

chestnut 

ches'  nut 

chest  - 

raspberry 

ras'  berry 

rasp  — 

Missouri 

Mis  soo'  ry 

-  ou  ri 

Connecticut 

Con  net'  i  ( 

:ut 

-nect  — 

eleemosynary 

er'e  e  mos' : 

i  na  ry 

y__ 

Study  the  above  illustration. 

To  you,  who  have  trained  ears,  the  spelling- 
form  is  quite  simple. 

When  your  teacher  asks  you  to  study  words 
taken  from  reader,  geography,  or  grammar  look 
at  them;  they  may  need  no  attention;  in  any  case, 
they  will  now  need  but  little  attention. 


Suggestion. — The  habit  of  looking  at  words 
may  be  formed  by  allowing  the  pupils,  in  oral 
work,  to  spell  only  the  difficult  parts  of  a   word. 


64 


HOW   TO   LEARN   TO   SPELL. 


T.F.SSON 

130. 

RHYTHMIC  GROUPS. 

OO. 

bloom 

drool 

moose 

snooze 

boom 

droop 

moot 

soon 

boon 

food 

noon 

sooth 

boor 

fool 

noose 

soothe 

boost 

gloom 

ooze 

spook 

boot 

goose 

pooh 

spool 

booth 

groom 

pool 

spoon 

booze 

groove 

poor 

stool 

brood 

hoof 

proof 

stoop 

broom 

hoop 

rood 

swoon 

choose 

hoot 

room 

swoop 

coo 

loom 

roost 

too 

cool 

loon 

root 

tool 

coon 

loose 

school 

toot 

coop 

loot 

schooner 

tooth 

coot 

mood 

scoop 

troop 

croon 

moon 

shoot 

woo 

doom 

moor 

smooth 

woof 

Select  two  words  in  the  above  list  that  change 
OO  to  ee  in  forming  the  plural.  How  would  you 
form  the  plural  of  the  remaining  nouns  ? 

std.  Drop  final  e  before  a  vowel  suffix,  retain 
final  e  before  a  consonant  suffix.  Exceptions, 
see  Lessons  165-7,   i^^- 

Words  having  two  vowels  and  ending  in  a 
single  consonant,  take  on  a  suffix  as  Class  B,  not 
as  Class  A.     How? 

a.  Form  derivatives.  Repeat  this  exercise 
frequently. 


HOW   TO    LEARN 

TO    SPELL. 

T.F.SSON 

131. 

o  =  oo. 

do 

whose 

shoer 

tomb 

to 

shoe 

lose 

soup 

two 

shoeing 

loser 

tour 

who 

shoeless 

losing 

womb 

whom 

shoemaker 

losings 

group 

u  after  r  =  u  = 

oo  often. 

bru'in 

cru'  et 

prune 

truce 

bruise 

cruise 

rude 

true 

bruit 

drupe 

rue 

truth 

crude 

fruit 

rule 

(sure) 

cru' el 

prude 

ruse 

.  (sure  ly) 

65 


Do  any  of  the  above  derivatives  conflict  with 
the  general  standard  ? 


T.F.SSON  132. 

do. 

' 

book 

hood    " 

shook 

crook 

brook 

hook 

stood 

good 

cook 

look 

wood 

rook 

foot 

nook 

soot 

took 
wool 

0  =  06 

u  =  do 

u  =  06 

could 

bull 

push 

should 

full 

puss 

would 

pull 

put 

wolf 

bush 

su^v 

(shug) 

66 


HOW   TO   LEARN  TO   SPELL. 


LESSON  133. 

ITALIAN  A. 

a 

before  r  =  a  = 

ItaHan  a. 

p.  std. 

ar'  bor         charm 

harp 

scarp 

arch 

chart 

harsh 

sharp 

art 

carp 

marsh 

snarl 

arm 

dark 

mar 

smart 

bar 

darn 

mark 

spark 

bard 

dart 

marl 

star 

barb 

far 

March 

starch 

bark 

far  ther 

mart 

start 

barn 

gar  den 

par 

tar 

car 

gar  ter 

parch 

tart 

card 

hard 

park 

yard 

cart 

harm 

part 

yarn 

a.     Form  derivatives. 


LESSON  134. 


a  before  silent  1  =  a. 


alm§ 
balm 
calf 


calm 

half 

palm 


P- 

I^salm 
salve 


std. 

alm'ond 


a  in  front  of  silent  u  before  n  = 

aunt  flaunt  haunt 

craunch       jaun  dice      launch 
daunt  jaunt  saun  ter 


a.     p.  std. 
taunt 


HOW    TO    LEARN    TO    SPELL. 


6; 


LESSON  135. 


MODIFIED  ITALIAN  A. 


a  is  produced    by    exploding    voice,  the    vocal 
organs  being  in  position  for  a. 

Pronounce  repeatedly,     a  =  a. 


advance 

cask 

glance 

pant 

after 

cast 

grasp 

pass 

ask 

chaff 

grass 

path* 

bask 

chance 

draught 

prance 

basket 

chant 

lance 

raft 

bath 

craft 

lass 

shaft 

blanch 

draft 

'    last 

staff 

branch 

dance 

mask 

brass 

aghast 

mass 

LESSON  136. 

BROAD  0. 

o  before  r  = 

=  6.     p.  std. 

born 

for 

lord 

snort 

cord 

fork 

morn 

stork 

cork 

form 

north 

storm 

corn 

gorge 

or 

thorn 

corpse 

horn 

scorn 

tort 

adorn 

horse 

short 

*  Webster. 

,••  ;•••••     •    •    •  • 

«••••       ••••  •      a,  • 

Oo •  ••• 


HOW   TO    LEARN    TO    SPELL. 


GERMAN    METHOD 

0  =  6 

6  =  u 

0  =  0 

boyl#t 

royl^/.  (f) 

tho^H 

broyl^t 

toiig-/i  (f) 

do^# 

co^g-/i  (f) 

sloyl^/^  (f) 

fur'  lo]4^)4 

fo]i#t 

e  no^£-/i  (f) 

al  thoi4^)4' 

o}i#t 

tovich 

soyl#t 

trovib  le 

hie'  coM^/i  (up) 

tho^^l^t 

so]4th  ern 

wro]i^)/4t 

trovi^/^  (f) 

LESSON  137. 

a  before  11,  Ik,  It,  ul  =  a  = 

6.     p.  std. 

all 

balk 

fault 

ball 

stalk 

haul 

call 

chalk 

Paul 

fall 

talk 

Saul 

gall 

walk 

vault 

hall 

halt 

mall 

malt 

tall 

salt 

small 

stall 

pall 

wall 

GERMAN    METHOD. 

a  before 

silent  ugh  =  a  =  6 

.     p.  std. 

aught 

naught 

daugh  ter 

caught 

taught 

slaugh  ter 

fraught 

HOW    TO    LEARN    TO    SPELL. 


69' 


LESSON  138. 
a  before  w  =  a  =  6.     p. 


std. 


awl 

draw 

hawser 

saw 

bawl 

drawl 

law 

shawl 

caw 

fawn 

lawn 

I^^shaw 

claw 

flaw 

paw 

craw 

hawk 

pawn 

brawl 

hawse 

raw 

a  between  w  and  r  =  a  =  6, 

generally. 

war 

. 

warm 

warp 

ward 

warn 

wart 

LESSON  139. 

FLAT  A. 

This  sound  =  the  blending  of  a  and  a  =  a. 
Pronounce  repeatedly,     a  before  ir  and  re  =  4. 


air 

blare 

rare 

chair 

care 

pare 

fair 

dare 

scare 

hair 

fare 

scarce 

pair 

glare 

snare 

stair 

hare 

ware 

lair 

mare 

stare 

All  of  the  above  words  conflict  with  Law  3. 
In  all  work  with  Rhythmic  Groups,  the  teacher 
should  follow  the  directions  of  Lesson   119. 


)0  HOW   TO    LEARN   TO    SPELL. 

LESSON  140. 
FLAT  A. 
e  before  ar,  ir,  re  =  e  =  a.     p.  std. 

bear  heir  ere 

pear  their  there 

swear  where 

tear 
wear 

All  of  the  above  words  violate  Law  3. 

LESSON  141. 
a  after  w  =  a  =  o,  generally. 

wad  was  watch 

wan  wash  what 

wand  wasp  swan 

Pronounce    the    following    sounds,    and    write 
three  words  illustrating  each. 

a     a     a     a     a     a     a 


^  .F.SSON  142. 

e 

before 

i  =  e  =  a.     p. 

std. 

eight 
deign 
freight 

prey 

whey 

reign 

skein 

sleigh 

weigh 

grey 
neigh 
neigh' bor 

seine  or 
seine 

vein 

in  veigh' 

The  above  words  violate  Law  3. 


HOW   TO    LEARN   TO    SPELL. 
LESSON  143. 


71 


ei 

e  before 

i,  after  c  =  e.     std. 

Rime: 

Write  e  before  i 

when  you  wish  the  sound  e, 

Write  e  before  i 

after  c  alway. 

ceil 

conceive'           perceive' 

ceiling 

deceit'                receipt' 

conceit' 

deceive'             receive' 

fin  an  der 

Financier  excepted,  all  the   above  words  con- 

form to  Law  3. 

LESSON  144. 

EXCEPTIONS. 

Learn : 

j  heifer 

fheight 

(  non  pa  reil' 

i  <  sleight 

[ka  lei' do  scope 

"ei'ther 

'coun'ter  feit 

nei'  ther 

sur'  feit 

e  < 

lei'  sure 
invei'  gle 

i< 

for'  eign 
sov'  er  eign 

seize 

mul'lein 

weird 

for  feit 

Pronounce    the    following    sounds,    and    write 
words   illustrating  each. 


er 


72 


HOW    TO    LEARN   TO    SPELL. 


LESSON  145. 


le. 


When  do  you  write  e  before  i  ? 

i  before  e  =  i  =  e.     p.  std. 

Books  open,  pronounce,  spell  in  concert. 


a  chieve' 

chief 

grieve 

niece 

be  lieve' 

field 

fief 

tierce 

be  lief 

fiend 

lief. 

tier 

bier 

fierce 

liege 

wield 

brief 

fron  tier' 

lien 

yield 

bre  vier 

grief 

mien 

Learn: 

ker' 

chi^f 

-mis'  chi^f 

fr/end 

hand'  kerchief 

si^v^ 

Pronounce    the    following    sounds,    and    write 
words  illustrating  each:  —  i     i     i     ir 


LESSON  146. 

o 

=  6  =  u. 

come 

glove 

some 

tongue 

does 

love 

son 

touch 

done 

month 

shove 

blood 

doth 

none 

sponge 

one  (wun) 

dove 

nothing 

ton 

once  (wuns) 

o 

between  w  and 

r  =  6  =  neutral 

u.     p.  std. 

whorl 

worm 

wor  ship 

nour'  ish 

word 

worse 

wors'  ted 

flour'  ish 

world 

worst 

wort 

scourge 

work 

worth 

Exceptions:   wore, 

worn,  ,  — 

>           • 

HOW    TO    LEARN    TO    SPELL. 

LESSON  147. 


12> 


Pronounce    the    following    sounds,    and    write 
words   illustrating   each: 

o     o     o     p     6     6     6 
Pronounce    the    following    sounds,    and    write 
words  illustrating  each: 

u     u     11     u     ur 

LESSON  148. 

Give  the  three  laws  of  long  vowels.     Do  those 
laws  include  these  words  ? 

o  =  o. 


troll 

cold 

troth 

ford 

bow 

mold 

gold 

trow 

fort 

blow 

most 

hold    . 

tow 

forth 

crow 

old 

scold 

both 

gross 

flow 

poll 

sold 

colt 

bowl 

grow 

pork 

told 

dolt 

glow 

low 

roll 

com^i 

jolt 

own 

mow 

scroll 

sloth 

molt 

show 

row 

droll 

toll 

porch 

s^ord 

sow 

folk 

bold 

port 

throw 

slow 

bolt 

host 

post 

growth 

snow 

fold 

volt 

yo/k 

jowl 

stow 

The  words  of  the  fifth  column  belong  to  Class 
A.     Is  w  ever  repeated  before  a  vowel  suffix? 

Write  derivatives  of  the  words  in  the  fifth 
column. 


74 


HOW    TO    LEARN    TO    SPELL. 


#  LESSON  149. 

Give  the  three  laws  of  long  vowels.     Do  those 
laws  include  these  words  ? 

i  before  silent  gh  =  i. 


blight 

light 

plight 

fight 

night 

right 

flight 

might 

sight 

fright 

mighty 

thigh 

high 

nigh 

tight 

hight 

knight 

LESSON  150. 

ew. 
ew  =  u.     std. 

wright 

blew 

hew 

slew 

clew 

Jew 

sew'  er 

dew 

new 

sew'  age 

ewe 

mew 

spew 

few 

pew 

stew 

flew 

skew'  er 

ew 

after  r  =  oo.     p. 

std. 

brew 

grew 

shrewd 

crew 

screw 

shrew 

drew 

strew 

Remember:     sew  (so). 


HOW   TO   LEARN   TO   SPELL. 


LESSON  151. 


ou. 


75 


This  sound  closely  resembles  the  blending  of 
a  and  oo. 


blouse 

drought • 

hound 

mouth 

shout 

bounce 

drouth 

)4our 

noun 

south 

bound 

flour 

house  (s, 

,§)  pout 

spouse 

bout 

foul 

jounce 

proud 

trounce 

cloud 

found 

loud 

round 

trout 

crouch 

frounce 

lounge 

rouse 

pounce 

doubt 

gout 

mound 

rout 

pouch 

douse 

ground 

mount 

scour 

pound 

LESSON  152. 
The  ou  sound  is  also  represented  by  ow. 


bow 

cower 

how 

scow 

chowchow 

dower 

mow 

shower 

chowder 

dowry 

prow 

trowel 

coward 

endowment 

power 

vow 

cowherd 

flower 

plow 

vowel 

cowl 

growl 

owl 

fowl 

howl 

prowl 

scowl 

brown 

down 

frown 

(crowd) 

clown 

drown 

town 

(drowse 

Notice  that  syllables  having  ow  end  in  ow,  1, 
or  n. 

Notice  that  syllables  having  ou  do  not  so  end. 
Remember  crowd  and  drowse  ;  in  ending  they  be- 
long to  the  ou  group.  Remember  noun  and  foul; 
in  ending  they  belong  to  the  ow  group. 


76 


HOW   TO   LEARN   TO    SPELL. 


LESSON    153. 

oi  equals  the  blending  of 

6  and  i 

boil                  coin                 moist 

quoit 

broil               hoist               noise 

spoil 

choice            join                 oil 

toil 

The  oi  sound  when  final  in  a  syllable  is  usually 
represented  by  oy;   as, 


boy 
cloy 
coy 

joy                   enjoyment 
joyful              loyal 
joyous             loyalty 

:  toy 
royal 
royalty 

Remember: 

oys  ter 
loi  ter 

doi  ly              goi  ter 

LESSON  154. 
b  after  m,  silent. 

rec  on  noi'ter 

bomb 
benumb 
comb 
climb 

climbing         lamb 
crumb             numb 
dumb               plumb 
jamb               plumber 

LESSON  155. 
g  before  n,  silent. 

plumbing 

thumb 

tomb 

gnarl 
gnash 

gnat                gneiss 
gnaw 

k  before  n,  silent. 

gnu 

knack 

knap 

knave 

knead 

knee 

kneel               knit 
knell                knob 
knelt                knoll 
knife               knock 
knight             knot 

know 

knowledge 

known 

knuckle 

knurl 

HOW    TO    LEARN    TO    SPELL. 


n 


T.F.SSON  156. 

w  before 

r,  silent. 

wrangle 

wreck 

wright 

wrong 

wrap 

wren 

wring 

wroth 

wrastle 

wrench 

wrinkle 

wrought 

wrath 

wrest 

wrist 

wrung 

wreak 

wrestle 

writ 

wry 

wreath 

wretch 

write 

wreathe 

wriggle 

writhe 

LESSON  157. 
u  after  g,  silent,     'g^'^^ 


guar  an  tee 

guerrilla 

guild 

gui  tar 

guard 

guess 

guile 

guy 

guard'  i  an 

guest 

guil'  lo  tine 

guise 

Guern'  sey 

guide 

guinea 

vague 

morgue 

league 

pro  rogue' 

plague 

brogue 

fa  tigue' 

vogue 

tongue 

in  trigue' 

rogue 

fugue 

ha  ranj^ue 

u  after 

q,  silent. 

pique 

casque 

u  nique' 

bur  lesque' 

barque 

cinque 

an  tique' 

gro  tesque' 

basque 

sacque 

ob  lique' 

brusque 

marque 

o  paque' 

yS  HOW   TO    LEARN   TO    SPELL. 

LESSON  158. 

t,  before  ia,  ie,  lo,  after  an  accented  syllable  =  sh. 

par'  tial  pa'  tient  pro  pi'  tlous 

in  i'  ti  ate  quo'  tient  nu  tri'  tious 

s,  before  io,  after  an  accented    syllable  =  sh. 
ex  cur'  sion  con  fes'  sion      de  clen'  sion 

com  mis'  sion        in  ver'  sion         con  ces'  sion 

c,  before  ie,  io,  ia,  after  an  accented  syllable  =  sh. 

an'  cient  pre'  cious  as  so'  ci  ate 

lus'  cious  con'  ;^cious         e  nun'  ci  ate 

Final  y  preceded  by  a  vowel  is  retained  in  the 
plural  and  before  a  suffix;   as, 

boy         . . .  boys  ...  boyhood     . . .  boyish 

spray      . . . sprays         . . . sprayer       . . . spraying 

Final  y  preceded  by  a  consonant  becomes  I  in 
the  plural,  and  before  a  suffix  not  beginning  with 
i;    as, 

study     . . .  studies       . . .  studious      , . .  studiously 
vary       . . .  various      . . .  variable       . . .  variety 

Remember: 
shy        . . .  shyer,  shyest,  shyly,  shyness 
sly         ...  slyer,  slyest,  slyly,  slyness 
dry       ...  dryly,  dryness 

Remember: 
baby. . .  babyhood  bounty  . . .  bounteous 

lady  . . .  ladyship  beauty . . .  beauteous 

pity  . . .  piteous  plenty  . . .  plenteous 

duty. ..  duteous 


HOW    TO    LEARN    TO    SPELL.  79 

KESSON  159. 

PRONUNCIATION. 

In  order  to  pronounce  a  word  at  sight,  one 
must  know  the  standard  sound  of  each  letter,  and 
the  special  sound  that  a  letter  may  take  in  a 
special  position. 

Illustration: 

1.  a  =  a,   —    —    — 

2.  a  =  a,   —    —    —    —    —    —    — 

Three  dashes  indicate  that  there  are  three 
positions  where  the  vowel  a  should  be  long;  viz., 
as  a  word,  as  a  final  vowel  in  an  accented  syl- 
lable having  but  one  vowel,  as  the  first  of  two 
vowels  in  the  same  syllable. 

Seven  dashes  indicate  that  there  are  seven 
positions  where  the  vowel  a  should  have  the  sound 
of  a;  viz.,  before  11,  Ik,  It,  ul,  ugh,  w,  and  between 
w  and  r. 

Study  the  laws  of  long  vowels,  study  the 
Rhythmic  Groups,  tell  the  meanings  of  these 
dashes: 

a  =  a, 

a  =  a,    —    —    — 

a  =  a,    —    —    — 

a  =  a,  in  a  special  list  of  words;  as, — ,  — ,  and 
when  final  in  such  words  as,  al'  ge  bra,  Ne  va  da. 

a  =  a,     —    —    —    —    —    —    — 

a  =  a,     — 

a  =  a, 

a  =  a,  in  an  unaccented  syllable,  where  if  ac- 
cented it  would  be  long. 


8o 


HOW    TO    LEARN    TO    Sl'ELL. 


LESSON  160. 


REVIEW  OF  E. 


REVIEW  OF  I. 


e  =  e, 

1  =  1, 

e  =  e,     —    — 

—    —     i  =  1^     —    — 

e  =  e,     —    — 

i  =  i,     — 

e-e, 

— 

LESSON  161. 

REVIEW  OF  o. 

REVIEW  OF  U. 

0  =  0, 

U  =  U, 

0  =  0,    — 

u  =  u,     —     — 

0  =  0, 

u  =  u,     — 

0  =  0,     —    — 

—     —     u  =  u,     — 

0  =  0,     —    — 

0  =  6,     — 

0  =  0,    — 

LESSON  162. 

c  =  k,  std. 

c  before  e  and  i  =  s,  p.  std.  In  these  exercises, 
c  will  not  be  marked,  unless  its  sound  conflicts 
with  the  p.  std. 

g-g,  std. 

g  before  e  and  i  =  j,  p.  std.  In  these  exercises, 
g  will  not  be  marked  unless  its  sound  conflicts 
with  the  p.  std.  as  in  get. 

Account  for  the  vowel  sounds  in  these  words: 


age 

bench 

bri'  die 

a  cross' 

be  tween 

care 

ap'  pie  tart 

broke 

cot'  tage 

HOW    TO    LEARN    TO    SPELL. 


8i 


LESSON  163 
CLASS    C. 

Class  C  includes  all  words  having  a  single 
vowel  followed  by  one  or  two  consonants  and 
silent  e. 

'a.  These  word-lists  are  in  no  sense  spelling 
lessons.  For  spelling  purposes,  Class  C  words 
are  rearranged. 

b.  Study  with  the  pupils,  and  assist  them  in 
selecting  a  synonymous  meaning  for  each  word 
listed. 


c,     rronoi 

unce    and 

give    meani 

ng   at  a 

rate. 

ace 

bate 

brace 

cage 

aejie 

bathe 

brake 

cake 

ale 

bide 

brave 

came 

age 

bile 

braze 

cane 

ape 

bite 

breve 

cape 

are 

bine 

bribe 

care 

awe 

blade 

bride 

cave 

bad^ 

blame 

bridge 

carve 

badge 

blare 

brine 

case 

bake 

blaze 

brogue 

casque 

bale 

blithe 

broke 

cede 

bane 

bode 

bronze 

cere 

bare 

bole 

brusque 

chafe 

barque 

bone 

brute 

chance 

base 

bore 

budge 

chase 

82 


HOW   TO    LEARN   TO    SPELL. 


LESSON  164. 

CLASS  C. 

choke 

cote 

dike 

dunce 

€]/4yle 

cove 

dime 

dupe 

change 

crane 

dine 

dyne 

charge 

crape 

dire 

edge 

chaste 

crate 

dirge 

eke 

chide 

crave 

dive 

eh^ 

chime 

craze 

dodge 

ere 

chore 

crime 

dole 

eve 

chose 

crude 

dome 

face 

9hute 

cube 

done 

fade 

cinque 

cure 

dope 

fake 

cite 

curs^ 

dose 

false 

clime 

curv^ 

dote 

fame 

close  (s, 

s)    cute 

dove 

fane 

clothe 

cyme 

doze 

farce 

clove 

dale 

drake 

fare 

coke 

dame 

drape 

fate 

cole 

Dane 

dredge 

fence 

come 

dance 

drive 

fete 

cone 

dare 

drone 

fife 

cope 

date 

drove 

file 

cops^ 

daze 

drudge 

fine 

core 

delv^ 

drupe 

fire 

corps^ 

dens^ 

dude 

five 

cors^ 

dice 

duke 

n^ke 

HOW   TO    LEARN    TO    SPELL. 


83 


LESSON  165. 
CLASS  C. 

What  is  a  Class  A  root  ?  Jriow  do  Class  A 
roots  take  on  a  consonant  suffix  ?  How  do  we 
add  a  vowel  suffix  to  a  Class  A  root?  What 
letters  are  not  repeated  before  a  vowel  suffix  ? 
What  is  a  Class  B  root?  How  do  Class  B 
roots  take  on  suffixes  ? 

Class  C  roots  retain  final  e  when  taking  on  a 
consonant  suffix,     std.     Exceptions: 

whole  . . .  wholly  nurse  . . .  nursling 

wise     . . .  wisdom  awe     . . .  awful,  awfully 

Class  C  roots  drop  final  e  before  a  vowel  suf- 
fix,    std.     Exceptions: 

mile    ...mileage         singe  ...  singeing 
swinge . .  swingeing     tinge  . . .  tingeing 

Words  ending  in  ce  and  ge  retain  e  before 
able. 

Words  ending  in  ge  retain  e  before  ous. 


peace    ^ 

charge 

trace 

damage 

courage 

service 

-  able 

manage 

-able 

outrage 

entice 

marriage 

advantage 

notice  -^ 

voyage     ^ 

ous 


The  ending  dge  drops  e  before  all  suffixes;  as, 
judge  . . .  judgment,  judged,  judging. 


84  HOW   TO    LEARN   TO    SPELL. 

BUILDING    DERIVATIVES,    MODEL. 

c.  s. — ful,  less,  ling,  ly,  ment,  ness. 
V.  s. — ed,  er,  ing,,  ish,  y. 

awful,  awfully 

awed 

baleful,  balefully 

baled,  baling 

baseless,  basely,  basement,  (baseman) 
based,  basing,  (basis) 

blameful,  (blamefully,  blamefulness) 
blameless,  (blamelessness,  blameworthy) 
blamed,  blaming 


awe 


bale 


base 


blame . 


■I 
•I 

•I 


Begin  with  Lesson  163  and  form  derivatives  of 
the  words  in  sequence.  Build  only  words  that  you 
know. 

Note. — Some  of  the  words  in  parenthesis  show  that 
the  endings  may  be  compounded;  some  show  that  less 
common  endings  are  at  times  used;  baseman  and  blame- 
worthy may  be  regarded  as  compound  words. 


flame 

fore 

fudge 

gaze 

flange 

forge 

fugue 

giv^ 

flare 

forte 

fume 

glade 

fledge 

frame 

fuse 

glance 

flute 

fringe 

gape 

glare 

force 

froze 

gate 

glaze 

HOW   TO   LEAKN   TO   SPELL. 


85 


LESSON  166. 

CLASS  C. 

glide 

hence 

kine 

lore 

glimpse 

helv^ 

kite 

lose 

globe 

here 

lake 

love 

glove 

hide 

lame 

lunge 

gone 

hinge 

lane 

lure 

gore 

hire 

lance 

lute 

grade 

hive 

lapse 

lyre 

grange 

home 

large 

mace 

grape 

hone 

late 

made 

grate 

hope 

lathe 

make 

grave 

horse 

lave 

male 

graze 

ho§e 

ledge 

mane 

grebe 

huge 

lice 

mange 

gripe 

ice 

life 

marque 

grope 

ire 

like 

mate 

grudge 

i;«le 

lime 

maze 

hale 

jade 

line 

mere 

halve 

jibe 

lithe 

merge 

hare 

joke 

live 

mete 

haste 

Jove 

lobe 

mice 

hate 

judge 

lode 

mile 

haze 

June 

lone 

mince 

hedge 

jute 

lope 

mine 

86 


HOW    TO    LEARN    TO    SPELL. 


LESSON  167. 
CLASS  C. 

Words  of  all  classes  take  on  a  consonant  suf- 
fix without  change  in  the  root.     std. 

Give  the  four  roots  of  Class  C  that  violate 
this  standard;  also,  name  the  three-letter  ending 
that  drops  e  before  all  suffixes.  (There  are  more 
than  twenty  words  of  Class  C  having  the  dge 
ending,) 

Class  C  words  drop  final  e  before  a  vowel 
suffix,  std.  Name  one  Class  C  word  that  does 
not  drop  e  before  age;  name  three  words  of 
Class  C  that  do  not  drop  e  before  ing;  name 
two  two-letter  endings  that  retain  e  before  able; 
name  one  two-letter  ending  that  retains  e  before 
ous. 


mire 

move 

nich^ 

nudge 

mite 

muse 

nine 

nurse 

mode 

mute 

node 

ode 

mole 

name 

nonce 

one 

mope 

nape 

Norse 

once 

more 

nave 

nose 

ore 

morgue 

nerve 

note 

owe 

mote 

nice 

nude 

pace 

HOW    TO    LEARN    TO    SPELL. 


87 


T.F.SSON  168. 

CLASS  C. 

page 

pole 

race 

rule 

pale 

pope 

rage 

ruse 

pane 

pore 

rake 

safe 

parse 

pose 

range 

sake 

paste 

price 

rare 

sale 

pave 

pride 

rate 

sa/v^ 

pence 

prime 

raze 

same 

phone* 

prince 

rice 

sane 

phrase 

prize 

ride 

save 

pike 

probe 

rife 

scale 

pile 

prose 

rime 

scape 

pine 

prove 

rine 

scarce 

pipe 

prude 

rins^ 

scathe 

pique 

prune 

ripe 

scene 

place 

pure 

rite 

scheme 

plague 

purge 

robe 

scope 

plane 

purse 

rode 

score 

plaque 

quake 

role 

scrape 

plate 

quince 

rope 

scribe 

pledge 

quire 

rogue 

scythe 

plume 

quite 

ro§e 

sedge 

plunge 

quote 

rove 

sens^ 

*This  contraction  must  soon  become  a  standard  word. 


88 


HOW    TO    LEARN    TO    SPELL. 


LESSON  169. 

. 

CLASS  C. 

sere 

skate 

spile 

strove 

serge 

sl^ve 

spine 

style 

serve 

sledge 

spire 

^ure  (sh) 

shade 

slice 

spite 

surge 

shake 

slide 

spoke 

swale 

shale 

slime 

sponge 

swerve 

shame 

slope 

spore 

swine 

shape 

smile 

stake 

swinge 

share 

smite 

stale 

take 

shave 

smoke 

stare 

tale 

shelv^ 

smote 

starve 

tame 

shine 

smudge 

state 

tape 

shire 

.   snake 

stave 

tare 

shone 

snare 

stile 

taste 

shore 

snipe 

stoke 

tens^ 

shov^ 

snore 

stole 

theme 

shrike 

sole 

stone 

there 

shrine 

some 

stove 

thine 

shrive 

sore 

stride 

those 

side 

spade 

strife 

thrive 

since 

spake 

strike 

throne 

singe 

spare 

stripe 

throve 

sire 

sparse 

strive 

t)4yme 

site 

spice 

strode 

tide 

size 

spike 

stroke 

tile 

low    TO    LEARN   TO    SPELL. 


89 


LESSON  170. 

CLASS  C. 

time 

twelv^ 

wage 

wide 

tinge 

twice 

wake 

wife 

tire 

twine 

wale 

wile 

tithe 

type 

wane 

wine 

tone 

use 

ware 

wipe 

tongue 

vague 

waste 

wire 

tore 

vale 

wave 

wi§e 

trace 

valve 

wedge 

woke 

trade 

vane 

were 

wore 

tribe 

verge 

whale 

wove 

tripe 

vers^ 

whence 

writhe 

trite 

vice 

where 

write 

truce 

vile 

while 

wrote 

trudge 

vise 

whine 

yoke 

tube 

vogue 

white 

yore 

tulle 

vote 

whole 

yule 

tune 

wade 

whose 

zone 

LESSON  171. 
CLASS  C. 

Select  all  Class  C  words  having  standard  er, 
ir,  or  ur;  complete  the  following  list  and  remem- 
ber the  words. 

merge  dirge  curse 

etc.  etc.  etc. 


go  HOW    TO    LEARN    TO    SPELL. 

LESSON  172. 
CLASS  C. 
Select  all   Class  C  words   having    se   equal  to 
s;    complete  the  following  list  and  remember  the 
words. 

base  else  purse 

etc.  etc.  etc. 

LESSON  173. 
CLASS  C. 
Select  all  Class  C  words  having  se  equal  to  z; 
complete    the    following   list    and    remember   the  j 
words. 

chose  pose  use 

etc.  etc.  etc. 

LESSON  174.. 
CLASS  C. 
Select   all    Class  C  words    ending  in  gue   and 
que;    complete   the   following  list   and    remember 
the  words. 

plague  barque 

etc.  etc. 

LESSON  175. 
CLASS  C. 
Select  all  Class  C  words  ending  in  dge;    com- 
plete the  following  list  and  remember  the  words. 

badge  fudge  nudge 

etc.  etc.  etc. 

Why  are  the  following  words  difficult  to  spell? 
al  lege'  ob  liged'  priv'  i  lege 

col'  lege  prej'  u  dice        sac'  ri  lege 


HOW   TO    LEARN   TO    SPELL.  9I 

LESSON  176. 

CLASS  C. 

Select  all   Class  C  words,  not  included  in  the 

former  selections,  having  two  consonants  between 

the  vowels.     Notice  that  in  nearly  all  of  these,  the 

first  vowel  has  the  short  sound.     Give  Law  3. 

LESSON  177. 
CLASS  C. 
Learn  these  difficult  words: 


ache 

gape 

once 

thyme 

awe 

isle 

'phone 

tulle 

bade 

ewe 

scene 

type 

chyle 

lose 

scythe 

writhe 

chute 

knife 

style 

write 

dyne 

one 

sure 

wrote 

LESSON  178. 

CLASS  C. 

As  the  teacher  dictates,  write  plurals  of  Class 

C  words  at  the  rate  of  twenty-five  per  minute. 

Note. — A  few  Class  C  words  drop  fe  and  take  on  ves 
in  forming  the  plural;  as,  knife,  life,  wife;  other  words 
form  the  plural  in  the  standard  way.     How? 

LESSON  179. 
CLASS  C. 

a.  As  the  teacher  dictates  roots,  write  plurals. 

b.  Tell  how  derivatives  of  Class  A,  Class  B, 
or  Class  C  are  formed.     Give  the  exceptions. 


92 


HOW    TO    LEARN    TO    SPELL. 


LESSON  180. 
TWO-PART  ROOTS. 

Review  Lessons  120,  122,  123.  Describe  fully 
a  two-part  root  of  Form  One. 

The  second  syllable  of  a  two-part  root  may 
belong  to  Class  C. 

a.  German  Method,  b.  Pronounce  and  give 
synonymous  meaning,  rapidly,  c.  Point  out  all 
syllables  that  differ  in  spelling  from  a  Class  C  root 
having  the  same  sound;  as,  disperse  (purse).  Such 
words  are  not  numerous. 


Form  One. 

(There   are    many   words   of  this 

form.) 

due'  tile 

fre'  quence 

con'  clave 

rep'  tile 

com'  merce 

sub  lime' 

ter'  race 

ser' vice 

fir  trate 

of  fice 

di  vorce' 

na'  tive 

si'  lence 

bro  cade' 

ca'  nine 

pin'  nace 

ar  cade' 

frus'  trate 

es'  sence 

rum'  mage 

fes'  tive 

fur'  nace 

cas  cade' 

pen'  sive 

sen'  tence 

re  gale' 

pas'  sive 

fer'  tile 

bri  gade' 

pas'  ture 

se'  quence 

em  pale' 

cul'  ture 

hos'  tile 

ga  zette' 

mem'  brane 

cor'  nice 

pa  rade' 

mun'dane 

fu'  tile 

CO  quette' 

ven'  ture 

now    TO    LEARN    TO    Sl'ELL. 


93 


LESSON  181. 
TWO-PART  ROOTS. 

a.  German  Method. 

b.  Pronounce  correctly. 

c.  Pronounce    the   last   syllable   first,  then   the 
word;  as,  age,  forage;    uce,  prod'uce;   etc.* 

Form  Two.    (irregular) 

(There  are  but  few  words  of  this  form.) 

ad'  age               syr'  inge  pres'  ence 

fig'  ure         '       trib'  une  sched'  ule 

man'  age            trib'  ute  chal'  ice 

■for'  age              vol'  ume  an'  ise 

men'  ace             ag'  ile  gran'  ite 

min'  ute              az'  ure  stat'  ute 

hom'  age            bal'  ance  ol'  ive 

im'  age                dam'  age  fer'  ule 

in  ure'                 dec'  ade  leg'  ume 

pal'  ace               del'  uge  mal'  ice 

pal'  ate               dis  use'  per  uke' 

pref  ace             doc'  ile  pum'  ice 

prel'  ate             ag'  ate  frig'  ate 

prod'  uce            stat'  ure  lig'  ule 

prom'  ise            at  one'  mis'  use 

sat'  ire                ref  uge  pom'  ace 

stip'  ule              sol'  ace  rap'  ine 

*The  first  vowel  of  the  second  syllable  is  long  by  rule, 
obscure  by  accent. 


94 


HOW    TO    LEARN    TO    SPELL. 


The  following  prefixes  are  used  with  a  syllable 
that  sounds  like  seed: 

ac,  ante,  con,  inter,  pre,  re,  retro,  se; 

ex,  pro,  sue; 

super. 

Remember. — super  sede; 

ex,  pro,  sue  ceed; 

all  others  cede. 
Form  One.     For  the  teacher's  use. 


a  base' 

ad  vance' 

a  skance' 

be  side' 

a  bate' 

ad  vise' 

as  pire' 

be  stride' 

a  bide' 

a  flame' 

as  sume' 

be  take' 

a  blaze' 

a  face' 

as  sure' 

be  tide' 

a  bode' 

a  fore' 

a  stride' 

be  times' 

a  bove' 

al'  cove 

as  tute' 

bond'  age 

ab  rade' 

a  like' 

ath'  lete 

bo' vine 

a  bridge' 

a  live' 

at  tire' 

brim' stone 

ab'  sence 

al  lege' 

at  tune' 

bro  cade' 

ab  solve' 

air  spice 

a  venge' 

bro  chure' 

ab  struse' 

al  lude' 

a  verse' 

bru  nette' 

a  buse' 

al  lure' 

a  wake' 

buck'  eye 

ac  cede' 

a  lone' 

bag'  gage 

bur  lesque' 

ac  cuse' 

a  maze' 

band'  age 

busi'  ness 

ac  quire' 

a  pace' 

be  chance' 

cab'  bage 

ad  duce' 

ap  prize' 

be  come' 

ca'  dence 

ad  here' 

ap  prove' 

be  fore' 

cap  size' 

ad  judge' 

ar' chive 

be  gone' 

cap'  tive 

ad  jure' 

a  rise' 

be  grudge' 

cap'  ture 

ad  mire' 

ar  range' 

be  have' 

car'  nage 

a  dore' 

ar  rive' 

be  like' 

car'  tridge 

HOW    TO    LEARN    TO    SPELL. 


95 


Form  One.     For  the 
cas  cade'  con  nate' 


cath'  ode 
cen'  sure 
chal'  lenge 
chas  tise' 
che  mise' 
cli'  mate 
clo'  sure 
CO  erce' 
cog'  nate 
com  plete' 
com  prise' 
com  pute' 
com'  rade 
con'  cave 
con  cise' 
con'  clave 
con  elude' 
con'  Crete 
con  dense' 
con  dole' 
con  done' 
con  duce' 
con  fide' 
con  fine' 
con  fuse' 
con'  jure 


con  nive 
con  serve' 
con  sole' 
con  sume' 
con'  trite 
con  trive' 
con  tuse' 
con  vene' 
con  verge' 
con  verse' 
con  voke' 
con  vulse' 
cop'  pice 
cor'  date 
cor  rode' 
cor'  sage 
cot'  tage 
ere'  mate 
ere'  ole 
crev  asse 
crev'  ice 
crib'  bage 
cross'  wise 
cru  sade' 
curb'  stone 
cy'  clone 


teacher's  use. 
de  cide' 
de  clare' . 
de  cline' 
de  duce' 
de  face' 
de  fame' 
de  fense' 
de  file' 
de  fine 
de  grade 
de  lude' 
de  mise' 
de  mure' 
de  note' 
de  plete' 
de  plore' 
de  pose' 
de  prave' 
de  prive' 
de  pute' 
de  range' 
de  ride' 
de  rive' 
de  scribe' 
de  sire' 
des'  tine 
de  throne' 


de  vice' 
de  vise' 
de  volve' 
de  vote' 
die'  tate 
dif  fuse' 
di  late' 
di  lute' 
dis  burse' 
dis  charge' 
dis  Crete' 
dis  like' 
dis  pense' 
dis  perse' 
dis  place' 
dis  pose' 
dis  prove' 
dis  pute' 
dis  robe' 
dis  solve' 
dis'  tance 
dis  taste' 
di  verge' 
di  vide' 
di  vine' 
di  vorce' 
di  vulge' 


96 


HOW    TO    LEARN    TO    SPELL. 


Form  One.     For  the  teacher's  use. 
doc'  trine       en  trance'      gar  bage        in  elude' 


do'nate 

en'  trance 

gen  darme' 

in'  come 

do'  tage 

en  twine' 

gen'  tile 

in  dorse' 

du'  ranee 

er'  mine 

ger  mane' 

in  dulge' 

e  clipse' 

es  cape' 

ges'  ture 

in  flame' 

e  duce' 

es  quire' 

gro  tesque' 

in  flate' 

ef  fuse' 

es'  sence 

gy'  rate 

in  fringe' 

e  late' 

es  tate' 

han^'  some 

in  fuse' 

e  lapse' 

es  trange' 

hard'  ware 

in  here' 

e  lide' 

e  vade' 

gen'  tie 

in' jure 

e  lude' 

e  voke' 

hin'  drance 

in'  mate 

em  brace' 

e  volve' 

hirsute' 

in'  nate 

e  merge' 

ex  cept' 

ig  nite' 

in  quire' 

em'  pire 

ex  change 

ig  nore' 

in  sane' 

en  large' 

ex  cise' 

im  mense' 

in  scribe' 

en  close' 

ex  cite' 

im  merse' 

in'  side 

en  core'  (aN) 

ex  Crete' 

im  mure' 

in  spire' 

en  dure' 

ex  cuse' 

im  plore' 

in  state' 

en  force' 

ex  hale' 

im  prove' 

in  sure' 

en  gage' 

ex  hume' 

im' pulse 

in  tense' 

en'  gine 

ex  pire' 

im  pure' 

in  ter  fere' 

en  grave' 

ex  plode' 

im  pute' 

in'ter  lude 

en  hance' 

ex  pose' 

in  case' 

in  ter  pose' 

en  shrine' 

ex  punge' 

in  cense' 

in  ter  sperse' 

en  snare' 

ex  treme' 

in  cise' 

in'  ter  stice 

en  tice' 

fa  tigue' 

in  cite' 

in  trigue' 

en  tire' 

gan'  grene 

in  cline' 

in  tro  duce' 

HOW   TO    LEARN    TO    SPELL. 


97 


Form  One. 
In  trude' 
in  vite' 
in'  voice 
n  voke' 
jave'lin 
je  June' 
jo  cose' 
jus'  tice 
a  crosse' 
at'  tice 
ec'  ture 
eg'  ume* 
Le'  vite 
I' cense 
Iq'///^*(wid) 
iq'  ?/^r*  (er) 
ma  chine' 
mag'  nate 
Mai  tese' 


man  grove 
ma  nure' 
ma  ture' 
mem'brane 


For  the  teacher's  use. 

mor'  tise  pla'  cate        pro  pose 

mun'  dane  po  lice' 

nar  rate'  po  lite' 

Nep'  tune  pos'  ture 

non'  sense  prac'  tice 

o  bese'  pre  cede' 

ob  late'  pre  cise' 

ob  lige'  pref  ace* 

ob  scure'  pre  elude' 

ob  lique'  prem'  ise* 

ob  serve'  pre  pare' 

of  fense't  pre  sage' 

op  pose'  pre  scribe 

out'  line  pres'  ence' 

pal'  ace*  pre  serve' 

pal'  ate*  pre  sume' 

pal'  ette*  pro'  bate 

par'  lance  pro  cure' 

par  take'  pro  duce' 

pas'  sive  pro  fane' 
pen'  sive 


prod'  ucf* 
per  fume'(v.)  pro'  file 
phos'  phate    pro  fuse' 
men' ace*  pil' lage  prolapse' 

mi  ra£-e{r2izh)   pin'  nace         prom'  ise*    re  fuse 
mis'  sile  pi  'rate  pro  mote'     re  fute' 

*  Form  Two.     f  fence,  but  of  fense,  de  fense. 


pro  rogue 
pros'  trate 
pro  trude' 
pro  vide' 
prov'  ince 
pro  voke' 
pro  pose' 
phy  sique' 
pic' ture 
pit'  tance 
por'  ridge 
pre'  lude 
pri'  vate 
pul'  sate 
pur'  pose 
quad'  rate 
qua  drille' 
re  cite' 
re  cline' 
re  cluse' 
re  duce' 
re  fine' 
ref  uge* 


98 


HOW    TO    LEARN    TO    SPELL. 


Form 
re  gale' 
re  late' 
re  morse' 
re  mote' 
re  move' 
re  pose' 
re  prove' 
rep'  tile 
re  pulse' 
re  pute' 
re  quire' 
re  quite' 
re  serve' 
re  side' 
re  spire' 
res'  pite 
re  sume' 
res'  tive 
re  store' 
re  tire' 
re  venge' 
re  vere' 
re  verse' 
re  vile' 
re  vive' 
re  voke' 

*  Form 


One.     For  the  teacher's  use. 

re  volve'  sub  side'  u  nique' 

sub'  stance     u  nite' 

sub'  tile  un  like' 

sur'  face  un  nerve' 

suf  frage  un  wise' 

suf  fuse'  un  yoke' 

su  preme'  ur  bane' 

sur  vive'  u'  rine 

sur  mise  va'  cate 

sur'  name  va  Use' 

sur'  plice  po  lice' 

sur  prise'  vam'  pire 

su'  ture  van'  tage 

tad'  pole  ver'  dure 

tex'  tile  ves'  tige 

tirade'  vol'ume* 

trans  fuse'  vul'  ture 

trans  late'  ward'  robe 


ro  mance 
rum'  mage 
san'guine 
sea  lene' 
sched'ule* 
sci'ence 
scrim'  mage 
scrip'  ture 
sculp' ture 
se  elude' 
sem'blance 
sin  cere' 
sol'  ace* 


sol'  stice 
stam  pede' 
Stat'  ure* 
Stat'  ute^'^ 
stock  ade' 
stric'  ture 
struc'  ture 
strych'  nine 
sub  lime' 
sub  merge' 
sub  scribe' 
sub  serve' 
Two. 


trans  mute'    war'' fare 
tran  spire'      wel'  come 


tra  peze 
trav'  erse 
tre  phine' 
tri'une 
um'pire 
un  hinge' 


wel'  fare 
whet'  stone 
whole' sale 
win'  some 
yoke'  mate 
Yule'  tide 


HOW    TO    LEARN    TO    SPELL.  OO 

LESSON  182, 
CLASS    D 

Class  D  includes  all  words  having  two  vowels 
side  by  side,  as: 

aid     straight     breadth     cheese     ooze     oak 

Not  all  of  the  following  possible  vowel  dupli- 
cates are  used  in  words. 


aa 

ea 

la 

oa 

ua 

ae 

ee 

ie 

oe 

ue 

ai 

ei 

ii 

oi 

ui 

ao 

eo 

io 

OO 

uo 

au 

eu 

iu 

ou 

uu 

ay 

ey 

iy 

oy 

uy 

a.  These  word-lists  are  in  no  sense  spelling 
lessons,  b.  Study  with  the  pupils,  and  assist  them 
in  selecting  a  synonymous  meaning  for  each  word 
listed,  c.  Pronounce,  and  give  meaning  at  a  rapid 
rate. 


aam 

bait 

chain 

faint 

aid 

bay 

chair 

fair 

ail 

blain 

claim 

faith 

aim 

braid 

drain 

frail 

air 

brain 

dray 

gain 

^i;^le 

cae  cal 

frail 

gait 

bail 

Cae  sar 

fain 

gay 

lOO 


HOW  TO  LEARN  TO  SPELL. 


LESSON  183. 

grail 

prai'  rie 

trait 

haughty 

grain 

praise 

twain 

haunt 

gray 

pray 

vain 

jaundice 

hail 

quail 

waif 

jaunt 

hair 

quaint 

wail 

laud 

hay 

raid 

waist 

laugh 

jail 

rail 

wait 

launch 

jay 

rain 

waive 

laundry 

laid 

raise 

bauble 

maul 

lain 

said  (sed) 

caucus 

naught 

lair 

sail 

caught 

nausea  . 

lay 

saint 

caudal 

nautical 

mail 

saith  (seth) 

cause 

Paul 

maid 

say 

causal 

paunch 

main 

slay 

caustic 

pauper 

maize 

snail 

caution 

pause 

May 

Spain 

clause 

applause 

nail 

sprain 

draught  (draft)  staunch 

nay 

stain 

daub 

taught 

paid 

stair 

fault 

vaunt 

pail 

straight 

flaunt 

beach 

paint 

strait 

fraud 

bead 

pay 

strain 

fraught 

beak 

pla/d 

swain 

gaudy 

beam 

plain 

tail 

gaiige 

bear 

plaint 

taint 

gaunt 

beard 

plait 

trail 

gauze 

beast 

HOW   TO    LEARN    TO    SPELL. 


lOI 


LESSON  184. 

CLASS    D. 

bean 

each 

he^rs^ 

peach 

bleach 

ear     , 

h^art 

peak 

bleak 

e^rl 

heath 

peal 

blear 

e^trn 

he^lve 

pear 

bleat 

e^rth 

jeydous 

pe$(rl 

breach 

ey{se 

knead 

peat 

bre$(th 

e^sy 

lea 

peasant 

breathe 

east 

leach 

phe^§ant 

breast 

eat 

lead 

plea 

cease 

e?(ves 

leaf 

plead 

cheat 

fear 

league 

ple^§ant 

clean 

feast 

leak 

please 

clear 

feat 

lean 

preach 

cleat 

feather 

leap 

reach 

creak 

flea 

le^rn 

read 

cream 

freak 

mead 

re?(lm 

crease 

gear 

meadow 

ream 

deacon 

glean 

meal 

reap 

de^d 

great 

mean 

rear 

deaf 

he^d 

me^nt 

reason 

dean 

heal 

meat 

sea 

dear 

health 

neap 

seam 

de,^,th 

heap 

near 

sear 

dre?(d 

hear 

neat 

search 

dream 

he^rd 

neath 

sea§on 

drear 

hearken 

pea 

seat 

I02 


HOW  TO  LEARN  TO  SPELL. 


LESSON  185. 

CLASS    D. 

scream 

team 

yeast 

feed 

sheaf 

tear 

zeal 

feel 

shear 

tea§e 

zealot 

flee 

sheath 

threald 

bee 

fleece 

sheathe 

thre?(t 

beech 

fleet 

smear 

treason 

beef 

free 

sneak 

treasure 

beer 

freeze 

speak 

treat 

beet 

geese 

spear 

tweak 

breech 

glee 

spread 

wealth 

breed 

Greek 

squeak 

wean 

breeze 

green 

squeal 

wear 

cheek 

greet 

ste^d 

weary 

cheep 

heed 

steak 

weasel 

cheer 

jeer 

steal 

weather 

cheese 

keel 

stealth 

we^ve 

creed 

keen 

steam 

weal 

creek 

keep 

streak 

wheat 

creep 

knee 

stream 

wreak 

deed 

kneel 

swear 

wreath 

deem 

lee 

swe^t 

wreathe 

deep 

leech 

tea 

yea 

deer 

leek 

teach 

year 

eel 

leer 

teal 

yeirn 

fee 

peel 

HOW   TO    LEARN    TO    SPELL.  IO3 

LESSON  186. 

CLASS    D. 

Class   D   words   form   derivatives  as   Class  C; 
how? 

Exceptions: 

due  .  .  .  duly,  duty,  dutiful 

true    .  .  truly 

woe  .  .  .  woful,  wofully 

agree  .  .  agreeing,  agreeable,  agreeably 

dye  .  .  .  dyeing 

fee    .  .  .  feeing 

flee  .  .  .  fleeing 

free  .  .  .  freeing 

shoe.  .  .  shoeing 

hoe  .  .  .  hoeing 

BUILDING   DERIVATIVES,    MODEL. 

c.  s. — ful,  less,  ling,  ly,  ment,  ness. 
V.  s. — ed,  er,  ing,  ish,  y. 


ailment 

ai! 
j  ai: 
f  ai: 


(  ailing 

aimless 
aim 


med,  aiming 
etc. 

Each  day,  build  the  derivatives  of  a  column  of 

Class  D  words.     Build  only  words  that  you  know. 


I04 


HOW    TO    LEARN    TO    SPELL. 


T.F.SSON 

187. 

CLASS 

D. 

peep 

teeth 

broach 

moat 

peer 

three 

broad 

poach 

reed 

tree 

cloak 

roach 

reef 

wheel 

coal 

road 

reel 

wheeze 

coarse 

roam 

screech 

je^p'ardize 

coast 

roan 

see 

je^p'  ard  y 

coat 

roar 

seed 

le^p'  ard 

croak 

roast 

seek 

peo'  pie 

float 

soak 

seem 

d^uce 

foal 

soap 

seen 

f^ud 

gloam 

soar 

seep 

feudal 

gloat 

shoal 

seer 

neuter 

goad 

whoa 

seethe 

neutral 

goal 

doe 

sleep 

-    pleura 

goat 

floe 

sneeze 

pleurisy 

groan 

foe 

speech 

pneumonia 

hoard 

hoe 

spree 

oak 

hoarse 

roe 

squeeze 

oar 

hoax 

shoe 

steed 

oat 

load 

toe 

steel 

oath 

loaf 

woe 

steep 

boar 

loam 

brooch 

steer 

board 

loan 

door 

street 

boast 

loath 

floor 

sweet 

boat 

loathe 

cue 

teem 

bloat 

moan 

clue 

HOW    TO    LEARN    TO    SPELL.  IO5 


LESSON  188. 

CLASS  D. 

clue 

slue 

ju/ce 

beau  (bo) 

due 

true 

suit 

b^^u'  ty 

flue 

byiild 

suite  (sweet) 

bu'  reau  (ro) 

glue 

bvlilt 

nui  sance 

•  p\3.  ^.eau  (to) 

hue 

bru/se 

tui  tion 

\.2i  bleaii  (bio) 

que]4^ 

bru/t 

b^oy 

sue  gyiise 

Note.  — For  ei,  ie,  oi,  00,  ou,  and  oy,  see  Rhythmic 
Groups. 

LESSON  189. 
CLASS  D. 

Select  all  words  of  Class  D  having  ea  =  e;    as, 
head.     Complete  this  list. 

bread  dread  lead  meant 

breath  feather         health  spread 

etc.  etc.  etc.  etc. 

LESSON  190. 
CLASS  D. 

Select  all  words  of  Class  D  having  ea  =  e;  as, 
glean.     Complete  this  list. 

beach  bead  bean  peal 

cheat  beam  meat  speak 

etc.  etc.  etc.  etc. 


I06  HOW   TO    LEARN   TO    SPELL. 


LESSON  191, 
CLASS  D. 

Select   all   words  of   Class    D  that   fall    under 
the  Rule  of  S.     Complete  this  list. 

aisle  cause  raise  case 

praise  clause  pause  cease 

etc.  etc.  etc.  etc. 


LESSON  192. 
CLASS  D. 

A  letter  may  be  silent  in  both  sound  and  in- 
fluence; as,  ^ifle.  Select  all  words  of  Class  D 
having  a  vowel  silent  in  both  sound  and  influence. 
Complete  this  list. 

aisle  heifer  thread  realm 

kerchief       friend  blood  jeopardy 

etc.  etc.  etc.  etc. 


HOW    TO    LEARN    TO    SPELL. 


107 


LESSON  193. 


TWO-PART  ROOTS. 

Some  of  the  words  below  are  two-part  roots, 
some  are  compounds,  and  some  are  derivatives; 
but  the  derivatives  are  of  a  form  that  you  have 
not  built. 

Remember,  u  after  g  or  s  in  the  second  syl- 
lable, the  syllable  being  of  the  form  of  a  Class 
D  root,  usually  has  the  sound  of  w;  as,  anguish, 
assuage,  etc. 

Pronounce  and  account  for  the  vowel  sounds. 


sub  due' 

cur'  t^in 

on'  ion* 

an'  cient 

atp'  ]/)6:Jird  (cub) 

pas'  sion 

gai'  ter 

au'  ger 

ver'  sion 

an'  guish 

con  geal' 

pars'  ley 

trou'  sers 

■plan' tain 

Ian'  guage 

mael'  strom 

bludgeon* 

pea'  nut 

poul'  try 

ha,r'  £-am  (gen) 

as  suage' 

pen'  guin 

p'lgyon* 

dis  suade' 

dough'  nut 

sur'  g^on 

Ian'  guid 

san'guine 

stur'  g^on 

rai'  §in 

bre^k  fast 

dun  g^on 

Ian' guish 

wee'  vil 

lei'  sure 

biscuit 

wain'  scot 

ad?^Q' 

lin'gual 

as  sault' 

ten'  sion 

lin'  guist 

chim'  ney 

sau'  sage 

e^r'  ly 

sau^r  kraut  (ou) 

mis' sion 

Ian'  gvlor 

*  Form  Two. 

io8 


HOW   TO    LEARN   TO    SPELL. 


LESSON  194. 

Two-part  words  containing  at  least  one  Class 
D  syllable. 

For  the  teacher's  use. 
bivW^^*(wak)  ve  neer' 


bed'  ste^d 
sau' cer 
ca  no^' 
a  roii§e' 
bu'  reau 
beau'  ti  ful 
pla  teau' 


trea  tise 
trea'  son 
nup'  tial 
sea'  son 
dea'  con 
gldi'szQr  (zh) 
ea'  §el 


9hani'^/>*  (niy)  de  vour 

al'  ley 

wea'  sel 

tu  reen' 

rein'  deer 

foun'  tain 

moun'  tain 

clay'  ey* 

pul'  ley 

thir  teen 

eight' eenth* 

mar'  riage 

au'  gust 

*  Form  Two. 


hei'  nous 

ac  crue' 

ad  journ' 

a  droit' 

a  field' 

a  float' 

a  foot' 

a  foul' 

a  fraid' 

a  g'am  (gen) 

a^^^;/st'(gen) 

a  gree' 


a  ground' 
a  head' 
al'  oe* 
a  loud' 
a  main' 
an  neal' 
a  noint' 
anx'  ious 
a  piece' 
ap  pease' 
ap  plaud' 
ap  point' 
ap  praise' 
ap  proach' 
ar'  gue 
a  rouse' 
ar  raign' 
ar  ray' 
ar  rear' 
a  sleep' 
as  sault' 


as  say. 
a  stound' 
a  stray' 
at  tain' 
aug  ment' 
a  vail' 
a  vaunt' 
avoid' 
a  vouch' 
a  wait' 
a  way' 
barou9he' 
by(y'  ou 
bea'  die 
beak'er 
be  cause' 
bed'  spread 
be  friend' 
be  guile' 
be  hoove' 
be  lie' 


HOW    TO    LEARN    TO    SI'ELl 


109 


LESSON  195. 

Two-part  words  containing  at  least 
D  syllable. 

For  the  teacher's  use. 

be  lieve'  car'  riage 

be  lief  cau'  tion 

Cay  eny(^' 

cen'  taur 

cer'  tain 

9ha  peau' 

chap'  lain 

chir  blain 

Chris'  tian 

cir'  cuit 

clear'  ance* 

cock'  roach 

cock'  tail 

col'  league 

com'  peer 


be  neath' 
be  queath' 
be  reave' 
be  seech' 
be  ware' 
bil'lion 
bil'  ious* 
bil'  Hards 
boat'  swain 
bor'  ough* 
bre  vier' 
bril'  liant 
bril'  liance 
brough'  am*    com  plain' 
buck'  board     com  plaint' 
buck'  wheat     com'  pound 
bun'  ion*  con  ceal' 

ca  reen'  con  ceit' 

ca  reer'  con  ceive' 

ca  rouse'  con'  course 

*Form  Two. 


con  found' 
con  join' 
con  joint' 
con'  science 
con  strain' 
con  strue' 
con  tain' 
con  tour' 
con  vey' 
cor'  dial 
cor'  sair 
cour'  age* 
court'  ier* 
cous'  in* 
cru' cial 
cur'  tain 
dai'  sy 
de  bauch' 
deb  OLKph' 
de  cay' 
de  ceit' 
de  ceive' 


one  Class 


de  coy' 
de  crease' 
de  cree' 
de  fault' 
de  feat' 
de  fraud' 
de  laine' 
de  lay' 
de  nounce' 
de  ploy' 
de  spair' 
de  spoil' 
de  stroy' 
de  tail' 
de  tain' 
de  tour' 
de  void' 
de  vout' 
dis'  count 
dis  dain' 
di§  ease'* 
dis  guise' 


no 


HOW   TO    LEARN   TO    SPELL. 


LESSON  196. 

Two-part  words  containing  at  least  one  Class 
D  syllable. 

For  the  teacher's  use. 
dis  join' 
dis  mount' 
dis  please' 
dor'  mouse 
doub'  le 


doub'  let 

dove'  tail 

drear'  y 

dudg'  eon 

em  ploy' 

en  chain' 

en  dear 

en  join' 

en  joy' 

en'  nui  (aN'  we)   fea'  ture 
fie'  tion 
fif  teen 


en  treat 
en'  voy 
es  pouse' 
es  teem' 
ex  ceed' 
ex  claim' 
ex  haust' 
ex  plain' 
ex  ploit' 
ex  pound' 
fa'  cial 
fail'ure* 
fa'  mous 
fac'  tion 


gen  ms'^ 
gen  teel' 
gen'  tian 
gla'  cial 
goa  tee' 
gor'  geous 
haugh'  ty 
im  pair' 
in' grain 
in  stead' 


mean  time 
mea'  sles 
me^s'ure* 

mil' lion 

* 


je^J'ous 


e  nough' 
en  sconce' 
en  shroud' 
en  sue' 
en  tail' 
en  throne' 
en'  trails 

*Form  Two. 


flam'  beau  le^p'  ard 

func' tion  le'^ion(zh) 

fu  see'  less  ee' 

fu'i-ion  (zh)  lev  ee' 

fu'  ture  main  tain' 


mm  ion 
mo'  tion 
mur'  rain 
nan  keen' 
nee'  die 
neigh' bor 
noi'  some 
je/p'  ard  y     no'  tion 
June' tion        nui'sance 
jun'  ior  ob  tain' 

lar'  board       o'  cean 
lea'g^ier         pa'tient 
le'  ^1071  (un)  pleas'  ant* 
pen'sion 


pin  ion* 
pe^s'  ant* 
ple^§'  ure* 
pon'  iard* 


HOW    TO    LEARN    TO    SPELL. 


I  I 


LESSON  197. 

Two-part    roots  containing   at  least  one  Class 
D  syllable. 


For  the  teacher's  use. 

por  tion  re  peal' 

por'  trait  re  peat' 

pre  vail'  re  proach' 

pro  found'  res'  cue 

pur  loin'  re  search' 


re  claim' 
re  coil' 
re  cruit' 
re  deem' 
re  gain' 
re  gard' 
re  hearse' 
re  joice' 
re  join' 
re  lief 
re  main' 
re  pair' 


re  course 
re  strain' 
re  tail' 
re  tain' 
re  toyich'- 
re  trieve' 
re  veal' 
re  view' 
Rus'  sian 
sane'  tion 
saun'  ter 
scape'  goat 


sen  lor* 
ser'  ge^nt 
slaugh'  ter 
so'  j^urn 
sol'  dier 
spe'  cial 
stal'  lion 
sta'  tion 
Stat'  ue* 
steer'  age 
sua'j-ion  (zh) 
sue  ceed' 
sur'  feit 
sur  mount' 
sus  tain' 
ta  bleau' 
ti5-';^ue  (sh) 


tor'  t^is^ 
tran'  sient 
trea'  cle 
ty'  phoid 
ty  phoon' 
un'  guent 
uYi'  ion* 
un  clean' 
unload' 
un  tie' 
un  true' 
un  veil' 
up  braid' 
val'  ue* 
ven'  ue* 
vi^t']/ials* 
vil'  lain 


*  Form  Two. 


112  HOW  TO  LEARN  TO  SPELL. 

'  LESSON  198. 
PRONUNCIATION. 

Any  vowel  in  an  unaccented  syllable  is  usually 
obscure. 

In  rapid  pronunciation,  an  obscure  vowel  can 
scarcely  be  distinguished  from  neutral  u.  For 
neutral  u,  see  Lesson  9. 

The  second  syllable  of  the  words  below  could 
be  spelled  with  neutral  u  without  affecting  the 
pronunciation. 


mus'  tard 

gram'  mar 

beg  gar 

lunar 

ce  dar 

pil  lar 

mo  lar 

vie  ar 

col lar 

po  lar 

dol  lar 

burg  lar 

favor 

ru  mor 

savor 

la  bor 

hu  mor 

tu  tor 

The  ending  nal  (al)  is  of  the  same  nature; 
here,  however,  the  tip  of  the  tongue  rising  to 
produce  the  1  element,  causes  the  neutral  u  ele- 
ment to  be  very  brief. 

ve  nal  fi'  nal  re  nal 

le'  gal  pe  nal  re'  gal 

There  is  a  tendency  to  misspell  words  having 
an  obscure  vowel.  This  tendency  may  be  over- 
come by  Special  Pronunciation. 

Plan.  Pronounce  the  obscure  syllable,  then 
the  word.  In  pronouncing  the  obscure  syllable, 
give  the  vowel  the  sound  that  it  would  have  were 
the    syllable    standing  alone;    as, 

mar,  gram' mar;  chor,  an'chor;  ar,  sug' ar,  etc. 


HOW   TO    LEARN    TO    SPELL. 


113 


Pronounce  the  following  words  according  to 
the  plan  of  special  pronunciation;  thereafter  you 
will  not  misspell  them. 


SPECIAL   PRONUNCIATION. 


re'  al 

cel'l 

ar 

fa'  vor 

cen'  tral 

le  gal 

vul  gar 

talon 

dol  lar 

mus  tard 

vas  sal 

labor 

clam  or 

lu  nar 

men  tal 

tenor 

mir  ror 

ve  nal 

ras  cal 

ru  mor 

cas  tor 

fi  nal 

pop  lar 

vis  or 

ac  tor 

pe  nal 

cym  bal 

hu  mor 

error 

regal 

neu  tral 

rec  tor 

arbor 

vital 

stew  ard 

vapor 

doc  tor 

mo  lar 

nor  mal 

hec  tor 

au  thor 

mo  dal 

fru  gal 

savor 

liquor 

mu  ral 

burg  lar 

debt  or 

hor  ror 

pa  pal 

schol  ar 

tu  tor 

ra  zor 

na§al 

gram  mar 

hon  or 

sue  cor 

re  nal 

col lar 

tu  mor 

mayor 

0  ral 

liz 

ran  cor 

vie  tor 

0  val 

wiz 

-ard 

ju  ror 

har  bor 

po  lar 

haz^ 

an  chor 

con  dor 

na  tal 

buz1 

1 

major 

ar  mor 

ce  dar 

giz   lizard 

do  nor 

war  rior 

ri  val 

blizJ 

jun  ior 

stu  por 

du  cal 

pil  lar 

sen  ior 

stub  born 

vie  ar 

beg  gar 

splen  dor 

brough  am 

ru  ral 

scan 

dal 

can  dor 

pe^s  ant 

114 


HOW   TO    LEARN   TO    SPELL. 


LESSON  199. 

cy,  std. 

Consider  cy,  as  in  decency,  the  standard  spell 
ing;  learn  the  following  words  in  sy;  you  can  then 
spell  them  all. 


a  pos  ta  sy 
au  top  sy 
cat  a  lep  sy 
cler  i  sy 
con  tro  ver  sy 
cour  te  sy 
curt  sy 
drop  sy 


ec  sta  sy 
em  bas  sy 
ep  i  lep  sy 
fan  ta  sy 
Gip  sy 
her  e  sy 
hyp  oc  ri  sy 


id  i  o  syn  era  sy 
po  e  sy 
proph  e  sy 
(proph  e  cy) 
pleu  ri  sy 
tip  sy 
top  sy  tur  vy 


LESSON  200, 

ize,  std. 

Consider  ize,  as  in  memorize,  the  standard 
spelling;  learn  the  following  words  in  ise;  you 
can  then  spell  them  all. 


ad  ver  tise 
ad  vise 
chas  tise 
cir  cum  cise 
com  prise 
com  pro  mise 
de  mise 


de  spise 
de  vise 
dis  fran  chise 
en  fran  chise 
ex  er  cise 
ex  or  cise 
fran  chise 


m  cise 

mer  chan  dise 
pre  mise 
re  vise 
su  per  vise 
sur  mise 
sur  prise 


HOW   TO    LEARN   TO    SPELL. 


II 


LESSON  201. 


able,  ably,  std. 

Words  ending  in  able  are  very  numerous. 
Words  ending  in  ible  are  few;  consider  able 
standard;  learn  the  words  ending  in  ible;  you  can 
then  spell  them  all. 

Common.  Less  Common.  Rare. 


*accessible 

*admissible 

*audible 

*combustible 

*compatible 

contemptible 
♦credible 
♦digestible 
♦divisible 
♦eligible 
♦exhaustible 
♦fallible 

feasible 
♦flexible 

forcible, 
♦♦horrible 

gullible 

legible 
♦♦♦♦possible 
♦sensible 
♦tangible 

terrible 
♦visible 


♦compressible 
contractible 
convertible 
♦corrigible 
♦corruptible 
♦defeasible 
♦destructible 
discernible 
edible 

♦expressible 
♦frangible 
♦fusible 
impressible 
♦♦♦♦♦intelligible 
irascible 
permissible 
♦♦♦♦♦pervertible 
♦♦♦responsible 
♦♦♦reversible 
♦susceptible 
transfusible 
transmissible 
transmittible 


♦Will  take  the  prefix  in. 

**Will  take  the  prefix  ab. 

***Will  take  the  prefix  ir. 

****Will  take  the  prefix  ira. 

*****Win  take  the  prefix  un. 

tCapable  of  suffering. 


apprehensible 

avertible 

affectible 

cognoscible 

conducible 
♦♦♦♦♦controvertible 

deducible 

deductible 

descendible 

diffusible 

distensible 

docible 

effectible 

evincible 

expansible 

extendible 

extensible 

immiscible 

impartible 

imprescriptible 

imputrescible 

incomprehensible 

indefectible 

invertible 

miscible 

neglig-ible 
♦♦♦♦  j  passiblef 
♦♦♦♦  (  passable 

prehensible 

prescriptible 

reducible 

refrangible 

remissible 

reprehensible 


ii6 


HOW   TO    LEARN    TO    SPELL. 


LESSON  202. 
ance,  ant,  std. 

The  endings,  ent,  ence;  ant,  ance;  occur  with 
equal  frequency.  Consider  ance,  ant,  std.;  learn 
the  words  ending  in  ence;  you  can  then  spell 
them  all. 

Pronounce  the  last  syllable,  then  the  word. 


abhorrence 

absence 

abstinence 

accidence 

acquiescence 

adherence 

adolescence 

advertence 

affluence 

antecedence 

arborescence 

ascendency 

audience 

belligerence 

beneficence 

benevolence 

cadence 

circumference 

coalescence 


coexistence 

competence 

complacence 

(complaisance) 

concrescence 

concurrence 

conference 

confidence 

congruence 

conscience 

consistence 

continence 

contingency 

convalescence 

convenience 


diffidence 
diligence 
effervescence 
efficience   " 


effulgence 


emergency 

eminence 

evidence 

excrescence 

existence 

experience 

frequence 

imminence 

impatience 

impotence 

improvidence 


convergence 

correspondence  imprudence 

dependence  impudence 

despondency  inadvertence 

Other    prefixes    may  be    attached  to   some    of 
these  words. 


HOW    TO    LEARN   TO    SPELL. 


117 


Incandescence 

incompetence 

incongruence 

indifference 

indigence 

indolence 

influence 

innocence 

insolence 

insurgence 

intelligence 

interference 

intermittence 


negligence 

obedience 

omnipotence 

patience 

permanence 

persistence 

precedence 

preeminence 

preexistence 

presence 

pretence 

prevalence 

prominence 


providence 

prudence 

putrescence 

recurrence 

redolence 

reference 

reminiscence 

residence 

reverence 

sapience 

science 

subsidence 

subsistence 


LESSON  203. 


a  nal'  y  sis 
an'  a  lyze 
a  sy'  lum 
Brook'  lyn 
chrys'  a  lis 
cy'  clone 
cyl'  in  der 
cy'  press 
E'  gypt 


y  out  of  place. 

en  cy  clo  pe'  di  a     syn'  od 


giy'  ser 
glyc'  er  ine 
gym'  nast 
gyp'sum 
hy'  gi  ene 
hy'  brid 
hy'  dra 
syn'  tax 


typ'  ic  al 
zeph'  yr 
dys'  en  ter  y 
gym  na'  si  um 
hy'  drant 
hy  e'  na 
hy'  phen 
hyp'  no  tism 


ii8 


HOW   TO    LEARN    TO    SPELL. 


hy  poth'  e  sis 

hys  te'  ri  a 

hymn 

lab'  y  rinth 

lynx 

ly  ce'  um 

lymph 

lynch 

lyre 

myth 

mys'  ter  y 

mar'  tyr 

nymph 

o'  nyx 

ox'  y  gen 

E  gyp'  tian 

a  byss' 

a  bys'  mal 

lye 

lyr'  ic 

am'  e  thyst 

myrrh 

an  a  lyt'  ic 

myr  tie 

a  non'  y  mous 

O  lym'  pic 

hy'  oid 

i'dyl 


syn  op  sis 
type 

ty  phoon' 
cy'  no  sure 
dy'  nas  ty 
hy  drau'  lie 
oys'  ters 
phy  si'  cian 
rhythm 
sys'  tem 
syn'  di  cate 
strych'  nine 
scythe 
symp'  tom 
syl'  la  ble 
syc'  a  more 
an'  to  nym 
py'  thon 
a  poc'  a  lypse 
pan  e  gyr'  ic 
bar' y  tone 
pa  py'  rus 
ca'  lyx 
par  al'y  sis 
chyme 
phys'  ic 
pyr'  a  mid 
pros'  e  lyte 


hyp'  o  crite 

syc'  o  phant 

syl'  lo  gism 

sym'  bol 

sym'  met  ry 

sym'  pa  thy 

sym'  pho  ny 

syr'  inge 

sat'  yr 

syn'  o  nym 

syn  on'y  mous 

ty'  phoid 

ty'  phus 

dy  nam'  ic 

dy'  na  mite 

dys  pep'  si  a 

crypt 

po  lyg'  a  my 

crys'  tal 

pol'  yp 

cym'  bal 

cyst 

e  lys'  ian 

er  y  sip'e  las 

hyp  o  der'  mic 

pyg'my 

lar'  ynx 

Pres  by  te'  ri  an 


HOW   TO    LEARN    TO    SPELL. 


1 19 


LESSON  204. 
SPECIAL  PRONUNCIATION. 

When,  by  law,  is  a  vowel  long?  Repeat  the 
laws  of  long  vowels. 

A  vowel  in  position  to  be  long  may  be  obscure 
when  not  under  accent. 

By  special  pronunciation ,  one  can  learn  to  spell 
words  having  obscure  vowels;  thus,  pronounce 
the  last  two  syllables,  then  the  word;  as, 

a  rate,  sep'arate;    a  sol,  par' a  sol;  etc. 


SPECIAL  PRONUNCIATION. 

obscure  a. 


mar'  ma  lade 
gel' a  tine 
mac  a  ro'  ni 
ma  hog'  a  ny 
syc'  a  more 
cat'  a  ract 
gran'  a  ry 
cav'  al  ry 
par'  a  sol 
pi'  ra  cy 
di'  a  ry 


an  a  con'  da 
sal  a  man'  der 
va'  ry  ing 
sep'  a  rate 
ar'  a  ble 
Ni  ag'  a  ra 
mag'  a  zine 
bot'  a  nize 
car'  a  mel 
cat'  a  logue 
cig  a  rette' 


dem'  a  gogue 
strat'  a  gem 
ad'  a  mant 
ag  gra  vate 
Am'  a  zon 
a  nom'a  ly 
chrys'a  lis 
cin'na  mon 
cur'  a  tive 
dec'  a  logue 
e  soph'  a  gus 


I20 


HOW  TO  LEARN  TO  SPELL. 


LESSON  205. 
PRONOUNCING  LESSON. 
Each  column  may  be  considered  a  lesson. 


ab  do'  men 
a  cad'  e  my 
ac'  cu  ra  cy 
ac  rop'  o  lis 
ad'  ver  sa  ry 
ad  ver'  si  ty 
a'  er  i  form 
a'  er  o  naut 
ag'  gra  vate 
ag'  gre  gate 
ag'  i  tate 
a  lac'  ri  ty 
aide'-de-camp 
al'  li  ga  tor 
abil'i  ty 
ac  qui  esce' 
am  big'  u  ous 
am'  nes  ty 
am  phib'  i  ous 
a  nal'  o  gy 
an'  arch  y 
a  nat'  o  my 
and'  i  ron 
an'  i  mal 


an  ni'  hi  late 
an  ni  ver  sa  ry 
an  ten'  na 
an'  thra  cite 
an  tip'  o  des 
a  pos'  tro  phe 
ap  pa  ra'  tus 
an'  ces  tor 
an'  ec  dote 
an  noy'  ance 
an  nu'  i  ty 
an'  nu  al 
an'  o  dyne 
a  nom'  a  ly 
a  non'y  mous 
3.W  te  lope 
an  tic'  i  pate 
an'  ti  dote 
an  tip'  a  thy 
a'  pi  a  ry 
a  pol'  o  gy 
ap'  o  plex  y 
a  pos'  ta  sy 
ap'  pe  tite 


ap  pren  tice 
ap  pur'te  nance 
a'  pri  cot 
ar  bit'  ra  ment 
ar'  chi  tect 
ar  is  toe'  ra  cy 
a  rith'  me  tic 
ar  raign' 
ar'  ro  gant 
ar'  se  nal 
ar  te'  sian 
ar'  ti  cle 
ar  ti  fi'  cial 
artil'lery 
as  cend'  en  cy 
as  sim'  i  late 
as  so'  ci  ate 
as'  ter  isk 
as  trin'  gent 
as  tron'  o  my 
a  sy'  lum 
ath  e  ne'um 
ath'  lete 
at  ten'  tion 


HOW    TO    LEARN    TO    SPELL. 


LESSON  206. 
PRONOUNCING  LESSON. 

Each  column  may  be  considered  a  lesson, 
cat'  er  pil  lar  com  par'  I  son         con  va  lesce' 


cav'  al  ry 
cav'  i  ty 
Cay  enne' 
eel'  e  brate 
eel'  i  ba  cy 
eel'  lu  loid 
cer'  e  mo  ny 
chan' tl  cleer 
char'  ac  ter 
char'  i  ty 
chas'  tise  ment 
chem'  ic  al 
choc'  o  late 
chol'er  a 
cir'  cu  lar 
cit'  i  zen 
clas'  si  fy 
CO  a  lesce' 
coch'  i  neal 
col  li'  slon 
col'  lo  quy 
com  bus'  tion 
com'  mis  sa  ry 


com'  plai  sant 
com  po'nent 
com'  pie  ment 
com'  pli  ment 
com  po  si'  tion 
con  cil'  i  ate 
con  di' tion 
con'di  ment 
con  ^c  nial 
con  jec'  ture 
con'  se  crate 
con'se  quence 
con  sid'  er 
con  sist'ent 
con  spic'u  ous 
con'  Stan  cy 
con  stit'  u  ent 
con  sum'  mate 
con  sump'  tion 
con  ta'  gious 
con  ten'  tious 
con  ti^'  u  ous 
con  tract'  or 


con  ve  ment 
con  ver  sa'  tion 
con  ver'  sion 
cor'  du  roy 
cos  mo  pol'  i  tan 
coun'  ter  poise 
ere'  o  sote 
croc'o  dile 
cur  ric'  u  lum 
cyl'  in  der 
daf  fo  dil 
da  guerre'  o  type 
de  ci'  sion 
de  clen'sion 
ded'  i  cate 
de  fi' cient 
de  lin'  e  ate 
dem'  a  gogue 
de  moc'  ra  cy 
de  mon'e  tize 
de  nom'  i  nate 
dep'  re  cate 
der'  e  lict 


122 


HOW  TO  LEARN  TO  SPELL. 


LESSON  207. 
PRONOUNCING   LESSON. 
Each  column  may  be  considered  a  lesson. 


effervesce' 
ef  fi'  cient 
e  lab'  o  rate 
e  lee  trie'  i  ty 
el'  o  quent 
e  man'  ci  pate 
em  bar'  rass 
em'  bas  sy 
embez'  zle 
em  broid'  er 
em'  bry  o 
e  mer'  gen  cy 
em'  i  nence 
em'  u  late 
en  gl  neer' 
en  thu'  si  asm 
e  nun'  ci  ate 
ep'  i  sode 
e  pit'  o  me 
e  qua'  tor 
e  ques'  tri  an 
e  qui  lib'  ri  um 
eq'  ui  page 
e  soph'  a  gus 


es  pe'  cial 
et'  i  quette 
e  vap'  o  rate 
ex  ag'  ger  ate 
ex'  ca  vate 
ex  cres'  cence 
ex  hib'  it 
ex  hir  a  rate 
ex'  i  gen  cy 
ex  pe'  ri  ence 
ex  per'  i  ment 
ex  plic'  it 
ex  po'  nent 
ex  plo'  slon 
ex  po'  sure 
ex  pul'  sion 
ex'  qui  site 
ex  tem'  po  re 


Fah'  ren  heit 
fa  mil'  iar 
fas  tid'  i  ous 
fea'  si  ble 
fe  lie'  i  ty 
fer' til  ize 
fir  a  ment 
fla  gi'  tious 
for  ma'  tion 
for  ti  fi  ca'  tion 
friv'  o  lous 
fron'  tis  piece 
fun  da  men'  tal 
gay'  e  ty 
gal'  ax  y 
gar'  ri  son 
gel'  a  tine 
ger  ma'  tion 


ex  traor'  di  na  ry  ge  og'  ra  phy 

ex  trav'  a  gant  ge  om'  e  try 

fa  ce'  tious  ge  ra'  ni  um 

fa  cil'  i  ty  glad'  i  a  tor 

fac  sim'  i  le  glos'  sa  ry 

fac  ti'  tious  gov'  ern  ment 


HOW    TO    LEARN    TO    SPELL. 


123 


LESSON  208. 

PRONOUNCING    LESSON. 

Each  column  may  be  considered  a  lesson. 


im  par'tial 

ju' ve  nile 

lit'  a  ny 

im'ple  ment 

kan'  ga  roo 

lith'  0  graph 

im'  pli  cate 

la'  bi  al 

lit'  i  gate 

incar'cer  ate 

lab'  0  ra  tg  ry 

Ion  gi  tude 

in'ci  dent 

lab'  y  rinth 

lu'  era  tive 

in  cip'  i  ent 

*lac'  ri  mal 

lu'  di  crous 

indefinite 

lar'  ce  ny 

lux  u  ry 

in'di  cate 

las'  si  tude 

mac  ad'  am  ize 

infal'li  ble 

lat'  i  tude 

mack'er  el 

in'fi  nite 

leg  ate 

mac  a  ro'  ni 

in  iq'  ui  ty 

le  ga'  tion 

mack'  in  tosh 

in  tan'  gi  ble 

leg'  is  late 

mag  a  zine' 

in'  terstice 

leth'  ar  gy 

ma  hog'  a  ny 

in'  tersti  ces 

lev'  i  ty 

maj'  es  ty 

in  tu  i'tion 

li'  bra  ry 

ma  jor'  i  ty 

ir'  ri  gate 

lieu  ten' ant 

ma  neu'  ver 

i  sos'  ce  les 

lig'a  ment 

man'  ga  nese 

i'so^therni 

lin'  e  age 

man'  i  fold 

Is'  ra  el  ite 

lin'  e  al 

mar'  gue  rite 

i'  vo  ry 

lin'  e  ar 

mar'  i  time 

ju'  bi  lant 

lin'e  a  ment 

mar'  ma  lade 

ju'gu  lar 

lin'i  ment 

mar'  tin  gale 

June'  tion 

liq'  ue  fy 

mas'  sa  ere 

*  lach'  ry  mal 

124 


HOW    TO    LEARN    TO    SPELL. 


LESSON  209. 
PRONOUNCING  LESSON. 

Each  column  may  be  considered  a  lesson 

a  tor 
ches  tra 
gan  ize 


mon  1  tor 
mon  op'  o  ly 
mos  qui'  to 
m.u'  ci  lage 
Mus'  sul  man 
mu' ti  late 
mu'  tl  ny 
mys'  ter  y 
nat'  u  ral 
nau'  tic  al 
nee'  es  sa  ry 
ne  ces'sl  ty 
neg'  li  gent 
non  cha  lance 
non  pa  reil' 
o  bei'  sance 
ob'  e  lisk 
ob'  se  quies 
ob'  so  lete 
oc  ca'  sion 
op'  e  ra 
o'  pi  ate 
o  pin'  ion 
or'  a  cle 


or 
or' 
or' 
or' 

or'  na  ment 
pag'  eant 
pa  ja'  mas 
pal  I  sade' 
pal'  li  ate 
pam'  phlet 
pan  a  ce'  a 
Pan'  the  on 
pan'  to  mime 
pa'  pa  cy 
par'  a  chute 
par'  al  lei 
par  al'  y  sis 
par'  a  mount 
par'  a  pet 
par'  a  site 
par'  ox  ysm 
par'  ra  keet 
par'  ti  ci  pie 
par'  ti  tive 


pas  sen  ger 
patri'cian 
ped'  es  tal 
ped'  i  eel 
ped  un'  cle 
pen  in'su  la 
pen'  i  tent 
pel'  i  can 

Pen'  ta  teucJi  (tuk) 
Pen'  te  cost 
per'  ma  nent 
per'  qui  site 
per'  ti  nent 
pet'  i  ole 
pe  ti'  tion 
pha'  e  ton 
phar'  ma  cy 
pin'  a  fore 
plat'  i  tude 
plau'  si  ble 
pie  be'  ian 
pome'  gran  ate 
por'  phy  ry 
porte'  mon  naie 


HOW    TO    LEARN    TO    SPELL. 


125 


LESSON  210. 
PRONOUNCING  LESSON. 
Each  coUimn  may  be  considered  a  lesson. 


prom  1  nent 
prom'  on  to  ry 
pro  pri'  et  or 
pro  pri'  et  v 
pro  pul'  sion 
prox'  i  mate 
Pu'  ri  tan 
py  ro  tech'  nic 
quan'  ti  ty 
quer'  u  lous 
rad'  i  cal 
rec'  on  dite 
rel'  e  gate 
rel'  e  vant 
ren'  de,.  vo]4)^ 
ren'  e  gade 
ren'  o  vate 
res'  er  voir 
res  ur  rec'  tion 
ret'  i  na 
ret'  i  nue 
rev  eil  le' 
rhap'  so  dy 
rhi  noc'  e  ros 


rid'  i  cule 
ru'di  ment 
sac'  cha  rine 
sat'  u  rate 
sen'  ti  ment 
sen'  ti  nel 
sep'  a  rate 
ser  e  nade' 
sig'  na  ture 
sil  hou  ette' 
sim'ilar 
ski'  a  graph 
so  HI'  o  quy 
sou  ve  nir' 
spec'  i  men 
spir'  i  tu  al 
spon  ta'  ne  ous 
stim'  u  lant 
strat'  a  gem 
strat'  e  gy 
sub'  ju  gate 
sub'  si  dy 
sup'  pie  ment 
sup'  pu  rate 


sur  veil'  lance 
sus  pi'  cion 
su'  ze  rain 
syc'  a  more 
syc'  o  phant 
sym'  met  ry 
sym'  pa  thy 
sym'  pho  ny 
syn'  a  gogue 
syn'  di  cate 
syn'  o  nym 
syn'  the  sis 
tan'  gi  ble 
tan'  ta  lize 
tan  ta  mount 
tel'  e  graph 
ten'e  ment 
ter'  mi  nal 
ter'  ti  a  ry 
thor'ough-fare 
to  bog'  gan 
tom'a  hawk 
tra'  che  a 
tri'  cy  cle 


126  HOW  TO  LEARN  TO  SPELL. 


SUPPLEMENT, 


Selected  Class  A  words  having  a  single  front 
letter: 


1 

2 

3 

4 

5 

6 

bag 

ban 

bat 

bed 

beg 

bet 

bob 

bog 

box 

bud 

bug 

bun 

cot 

cab 

.    cup 

cut 

dab 

dam 

dig 

den 

dim 

dug 

dun 

fag 

fad 

fan 

fog 

fox 

fun 

fur 

gab 

hat 

hen 

hit 

hod 

hog 

7 

8 

9 

10 

11 

12 

hop 

jam 

jet 

jog 

jug 

lag 

lop 

lot 

lug 

mat 

mix 

mob 

nib 

nit 

nod 

nut 

pan  . 

pat 

pun 

pup 

pus 

rag 

ram 

rat 

run 

sad 

sag 

sap 

sin 

sip 

tax 

tip 

tug 

vex 

wag 

web 

13 

14 

15 

16 

17 

18 

bib 

bid 

big 

bin 

bit 

but 

can 

cap 

cat 

cog 

cod 

cot 

dim 

dip 

dog 

don 

dot 

dub 

fat 

,      fez 

fib 

fig 

fin 

fit 

fix 

gag 

gas 

get 

gun 

had 

ham 

hot 

hub 

hug 

hum 

hut 

19 

20 

21 

22 

23 

24 

jab 

lap 

log 

leg 

let 

lip 

lit 

mop 

mud 

mux 

nag 

net 

pen 

pet 

pin 

pit 

pop 

rap 

rob 

rim 

rot 

rub 

rug 

rut 

sit 

sob 

sup 

tag 

tan 

tap 

wed 

wet 

win 

wit 

mad 

man 

HOW    TO    LEARN    TO    SPELL. 


127 


Selected  Class  B  words  havintr  a  single   front 
letter: 


1 

2 

3 

4 

5 

6 

back 

band 

bang 

bank 

beck 

belch 

bend 

bent 

berg 

berth 

best 

bill 

bond 

bosh 

boss 

buck 

buff 

bulb 

bung 

bunk 

bunt 

burg 

burn 

burnt 

cant 

cash 

cock 

cost 

cuff 

cull 

curd 

curl 

curst 

curt 

cusp 

daft 

7 

8 

9 

10 

11 

12 

deck 

deft 

dell 

delt 

dent 

desk 

dish 

disk 

dock 

doff 

doll 

duck 

dust 

fang 

fell 

felt 

fern 

fill 

firm 

first 

fish 

fist 

fond 

font 

gush 

gash 

germ 

gift 

gild 

gill 

girl 

girt 

girth 

gist 

hack 

hand 

13 

14 

15 

16 

17 

18 

bell 

belt 

bench 

birch 

bird 

birth 

bulk 

bump 

bunch 

burst 

bust 

butt 

culm 

cult 

curb 

damp 

dash 

dill 

dirk 

dirt 

dull 

durst 

dusk 

film 

filth 

finch 

furl 

gaff 

hemp 

gilt 

gimp 

gird 

hang 

hash 

hasp 

hast 

19 

20 

21 

22 

23 

24 

hath 

heft 

held 

helm 

help 

zinc 

hint 

hilt 

hiss 

hist 

hill 

hock 

hump 

hunch 

hung 

hulk 

hunt 

hurl 

jack 

jerk 

jest 

Jill 

jilt 

jump 

kick 

kill 

kilt 

king 

kink 

kirk 

lamp 

land 

lank 

lash 

lass 

lath 

128 


HOW    TO    LEARN    TO    SPELL. 


25 

26 

27 

28 

29 

30 

lent 

less 

lest 

lick 

lift 

limp 

lisp 

list 

lock 

loft- 

loll 

lost 

lump 

lunch 

lung 

lurch 

lurk 

zest 

mesh 

mess 

milk 

mill 

mink 

yelp 

miss 

mist 

mock 

mush 

musk 

muss 

nick 

'  hull 

pack 

pang 

pant 

yell 

31 

32 

33 

34 

35 

36 

perch 

perk 

pert 

pest 

pick 

yank 

pith 

pomp 

pond 

puff 

pulp 

with 

punt 

purl 

rack 

raft 

ranch 

rang 

rend 

rent 

rest 

rich 

rift 

rill 

rock 

romp 

ruff 

rump 

rung 

runt 

samp 

sand 

sang 

sank 

sash 

self 

37 

38 

39 

40 

41 

42 

sick 

sift 

silk 

sill 

silt 

sing 

soft 

song 

such 

sulk 

sung 

wing 

tack 

tank 

•    tell 

tempt 

tend 

tent 

tick 

tiff 

till 

tilt 

tuck 

tuft 

turf 

turn 

vend 

vent 

verb 

vest 

well 

welt 

west 

wick 

will 

wilt 

43 

44 

45 

46 

47 

48 

wind 

hemp 

herb 

hill 

went 

hulk 

hull 

hurt 

hush 

husk 

junk 

just 

kiss 

kith 

lack 

left 

lend 

length 

lynch 

link 

lint 

luck 

luff 

lull 

mash 

melt 

mend 

mint 

mirth 

muck 

muff 

must 

neck 

nest 

peck 

pelt 

HOW    TO    LEARN    TO    SPELL. 


129 


49 

50 

51 

52 

53 

54 

pill 

pinch 

pink 

pump 

punch 

punk 

rank 

rant 

rock 

reck 

ring 

rink 

risk 

rush 

rust 

sack 

sell 

send 

sent 

sink 

sizz 

sock 

sunk 

surd 

surf 

tenth 

term 

test 

tint 

tongs 

toss 

tush 

tuck 

vamp 

wench 

wend 

Selected    Class  A  and    Class  B  words    having 
two  letters  before  the  vowel: 


55 

56 

57 

58 

59 

60 

black 

bland 

blank 

blend 

bless 

blest 

bled 

blench 

blink 

bliss 

block 

blond 

blot 

blotch 

bluff 

blunt 

blur 

blush 

bract 

brad 

brag 

bran 

brand 

brant 

brash 

brass 

bred 

brick 

brig 

brink 

brim 

bring 

brisk 

champ 

chap 

^Jiasm 

61 

62 

63 

64 

65 

66 

chat 

check 

chess 

chest 

chick 

chill 

chin 

chinch 

chink 

chintz 

chip 

chirp 

chit 

chomp 

chop 

Christ 

chub 

chuck 

chum 

chaff 

chunk 

church 

churn 

clack 

clad 

clam 

clamp 

clan 

clang 

clank 

clasp 

clash 

clasp 

cleft 

clench 

clerk 

67 

68 

69 

70 

71 

72 

click 

clinch 

cliff 

cling 

clink 

clip 

clock 

clod 

clog 

clot 

cloth 

club 

cluck 

clump 

clung 

clutch 

crab 

crack 

craft 

crag 

cram 

cramp 

cranch 

crank 

crash 

crass 

crest 

crib 

eric 

crick 

crimp 

crisp 

crook 

crop 

cross 

crotch 

130 


iOW    TO    LEARN    TO    SPELL. 


73 


74 


75 


76 


77 


78 


crus 

crush 

crust 

draft 

drank 

dregs 

crunch 

crutch 

crux 

drab 

drag 

dram 

drench 

dress 

drift 

drill 

drink 

drip 

drop 

dross 

drug 

drum 

drunk 

flag 

flank 

flap 

flask 

flat 

flax 

fleck 

flesh 

fled 

flex 

flick 

flinch 

fling 

79 

80 

81 

82 

83 

84 

flint 

flip 

flirt 

flit 

flock 

flog 

flop 

floss 

fluff 

flung 

flunk 

flush 

flux 

flock 

frank 

French 

fresh 

fret 

frill 

frith 

friz 

frock 

frog 

from 

front 

frost 

froth 

glad 

gland 

glass 

glen 

glib 

glint 

gloss 

glum 

glut 

85 

86 

87 

88 

89 

90 

grab 

grand 

grin 

gnp 

grist 

grit 

grog 

grub 

gruff 

grum 

grump 

grunt 

plan 

plank 

plant 

plash 

plasm 

plat 

pluck 

pled 

plinth 

plug 

plum 

plump 

plus 

plush 

plod 

plot 

phlox 

press 

prick 

prig 

prim 

primp 

prink 

print 

91 

92 

93 

94 

95 

96 

prism 

prod 

prompt 

scab 

scalp 

scamp 

scan 

scant 

scat 

scant 

scoff 

Scot 

scrag 

scrap 

scratch 

scrimp 

script 

scrub 

scud 

scuff 

scull 

scum 

scurf 

shack 

shad 

shaft 

shall 

shalt 

sham 

shank 

shed 

shelf 

shell 

shift 

shin 

ship 

HOW  TO  LEARN  TO  Sl'KLL. 


131 


97 

91 

99 

100 

101 

102 

shirk 

shirt 

shock 

shod 

shop 

shot 

shed 

shrill 

shrimj) 

shrub 

shrug 

shrunk 

>huck 

shun 

shut 

sketch 

skiff 

skill 

.kip 

skimp 

skin 

skip 

skirt 

skull 

kulk 

skiUik 

slab 

slack 

slag 

slam 

slan^ 

slant 

slap 

slash 

slat 

sled 

103 

104 

105 

106 

107 

108 

slept 

slick 

slid 

slim 

sling 

slink 

slip 

slit 

slot 

slosh 

sloth 

slug 

slum 

slump 

slung 

smelt 

slur 

slush 

smack 

smash 

smell 

snag 

smirch 

smith 

smock 

smut 

smutch 

snip 

snap 

snatch 

snath 

snell 

sniff 

snob 

snub 

snuff 

109 


110 


111 


112 


113 


114 


spasm 

speck 

spell 

spend 

sperm 

spill 

snug 

span 

spank 

spat 

sped 

sphinx 

spin 

spit 

splash 

splint 

split 

splotch 

spot 

sprang 

sprig 

spring 

sprint 

sprung 

spun 

spunk 

spur 

spurn 

spurt 

stab 

stack 

staff 

stag 

stamp 

stand 

step 

115 

116 

117 

118 

119 

120 

stem 

stench 

stent 

stern 

stick 

stiff 

still 

stilt 

sting 

stint 

stir 

stitch 

stock 

stop 

strand 

strap 

stress 

strength 

stretch 

strict 

string 

strip 

strong 

struck 

strung 

strut 

stub 

stuck 

stud 

stuff 

stump 

stun 

stung 

stunt 

swag 

swam 

132 


HOW    TO    LEARN    TO    SPELL. 


121 

122 

123 

124 

125 

126 

swell 

swept 

swift 

swill 

swim 

swirl 

swish 

switch 

swung 

than 

thing 

think 

that 

thatch 

them 

thick 

thill- 

thin 

thank 

third 

thirst 

thong 

thrash 

thresh 

thrift 

thrill 

throb 

throng 

thrush 

thrust 

thud 

thug 

thump 

thus 

thwack 

track 

127 

128 

129 

130 

131 

132 

tram 

tramp 

trap 

trash 

trench 

trend 

tress 

trick 

trill 

trim 

trip 

truss 

trot 

troth 

truck 

trump 

trunk 

twin 

trust 

twang 

twelfth 

twig 

twill 

whang- 

twirl 

twist 

twit 

twitch 

whack 

whiff 

whelm 

when 

whir 

whet 

which 

whip 

whim 

whelp 

whirl 

whist 

whit 

whiz 

ONE  MONTH  USE 

^TT-rrmN  TO  DESK 
PLEASE  RETURN    i^^^p 

Kenewalsandrech^l  ^  ^^^^ 


7 


1  r>  2lA-30m 


-5,'75 


General  Lxjrary 


YB  36537 


54nm9 


UNIVERSITY  OF  CAUFORNIA  LIBRARY 


